Analyzing texts in a high school textbook critically from the perspective of cultural understanding

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In this study cultural texts in a high school textbook used in Japan were analyzed critically using Critical Discourse Analysis. Questions and activities for critical reading were developed based on the results of the analyses and provided to students in the process of action research. Also investigated were the ways in which teachers dealt with culture in English textbooks and students read them. The findings show practical implications for developing a pedagogy for critical reading.