Representing language, culture, and language users in textbooks: A critical approach to swahili multiculturalism

Abstract

Using a framework of critical multiculturalism and contrasting it to liberal and conservative approaches to multiculturalism (Kubota, 2004), this article offers a critical analysis of the representations of Swahili users and their cultures in five widely used introductory Swahili as a foreign language textbooks. Findings indicate that while one book takes a conservative approach to multiculturalism, the liberal approach dominates, with reference made to both coastal Swahili first language users and a variety of second language users. However, because all of the textbooks discuss a singular abstract culture without connecting it to any of the categories of Swahili users they identify, the result of both liberal and conservative approaches is a failure to teach culture. The article concludes with suggestions for using critical multiculturalism to help learners understand the diverse linguistic and cultural practices and perspectives of language users rather than abstract notions of a (standard) language or a unified culture.

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