Examining Materials Utilization: A Participatory Approach to EFL Teachers' Use of Materials in Mainland China

Yan Mao^1*Yu han Qi²Jun qi Shen^1,3

• ¹The Institute of Curriculum and Instruction, East China Normal University, Shanghai, China
• ²Chengdu Shishi Shudu Secondary School, Chengdu, China
• ³Chunhui Secondary School, Shaoxing, China

This study investigates an often-overlooked aspect of language teaching: the use of cultural content in a coursebook. It looks at how English language teachers in Mainland China use prescribed coursebooks to plan and teach culture. The research includes analysis of teaching materials, interviews, and classroom observations of two senior high school English teachers. Four stages of cultural content interaction across pre-, mid-, and post-lesson phases are identified, along with four influencing factors. Using Remillard's participatory framework, the study explores the complex relationship between teacher knowledge and practice in managing cultural content in coursebooks. It examines how teachers interpret and apply cultural elements, showing the dynamic connection between their expertise and the cultural content within the curriculum. The findings reveal that curriculum materials serve as both resources and catalysts for fostering cultural awareness, emphasizing their role in language education. They also provide insights for enhancing professional development by effectively integrating cultural content into real classroom settings.