CONSTRUCTING INTERCULTURALITY: A MULTIMODAL ANALYSIS OF CULTURAL REPRESENTATIONS IN A BEGINNER-LEVEL MANDARIN TEXTBOOK
DOI:
https://doi.org/10.35631/IJMOE.831099Keywords:
Intercultural Communication Competence, Mandarin As A Foreign Language, Multimodal Content Analysis, Beginner-Level TextbookAbstract
The growing demand for Mandarin as a foreign language (MFL) among non-native speakers highlights the need for instructional materials that promote intercultural learning alongside linguistic competence. However, existing research on MFL instructional materials primarily focuses on cultural content with limited attention to how interculturality is constructed through multimodal resources. This study examines intercultural representation in a beginner-level Mandarin textbook used in a Malaysian university through a multimodal analytical lens. Applying Cortazzi and Jin’s cultural framework and Byram’s intercultural communicative competence (ICC) model, a multimodal content analysis was utilised to investigate how verbal texts and visual images construct intercultural meanings and support ICC development. Results reveal a strong emphasis on learners’ source culture with limited representation of target and international cultures. The results indicate integration of two ICC components, namely knowledge and attitudes, which provide foundational knowledge and dispositions needed for intercultural development. However, higher-order cultural components such as interpreting and relating, critical cultural awareness and intercultural interaction are absent across both textual and visual, suggesting that cultural learning is largely knowledge-oriented with limited opportunities to develop the interpretive, interactive, critical skills necessary for effective ICC. While visual resources are used extensively throughout the textbook and may establish contextual familiarity and enhance the presentation of cultural knowledge, they offer limited support for higher-order intercultural learning without critical or reflective activities. The study contributes to a deeper understanding of multimodal intercultural representation in MFL instructional materials, highlighting the significance of moving beyond cultural exposure towards reflective, critical and meaningful intercultural learning in foreign language education.
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