TESOL Journal 21 TESOL Journal, Vol. 5, December 2011,  ISSN 2094-3938 An Analysis of Textbooks from a Cultural Point of View Fasih Ahmed and Marie Françoise Narcy-Combes University of Nantes, France Abstract TESOL Journal Vol. 5, pp. 21-37 ©2011 http://www.tesol- journal.com The article analyses textbooks from a cultural point of view. It stresses upon the needs for cultural sensitivity on the part of authors. The research has also highlighted some cultural views which exist in one culture but, at the same time, may not be acceptable to the members of another culture. The research further investigates whether the authors of textbooks who belong to a specific culture can represent C1 and C2 in an appropriate way in a textbook. The analysis also focuses on cultural reflection both in text and visual material used in the textbooks. The research suggests that a textbook based on C1 and C2 culture representation should include the authors from both cultures. An Analysis of Textbooks from a Cultural Point of View Language and culture are interrelated. Kramsch (1998) describes language as a „principal means‟ whereby the people conduct their social lives. She states that language in relation with „context of communication‟ is interrelated with culture in „multiple and complex ways‟. Culture is present whatever the language discussion is. Language learning can be facilitated by having a careful selection of culture related material in textbooks. Textbook evaluation can help both learners and teachers to achieve their goal of language and culture learning. The previous study (Giaschi, 2000; Lesikin, 2001; Ndura, 2004; Nemati, 2009) shows that the textbooks have been evaluated from different perspectives (such as on the bases of textbook graphics, grammar, culture bias and vocabulary) but the present investigation makes an analysis based on culture representation in the textbooks used in Pakistan. There are a great number of L2 learners in Pakistan who have no direct connection with the target language speakers. Their cultural awareness mainly depends on textbooks available to them. Referring to the role of culture, Cortazzi and Jin (1999) explain the following three factors which play their role. 1. Teachers 2. Students 3. Textbook Authors According to Cortazzi and Jin, a textbook is useful if learners, teachers and textbook authors share the same cultural values. If they do not share the same cultural values, then at least they should be familiar with the cultural norms of one another. The present study is intended to investigate the cultural representation in the textbooks used in Pakistan. In Pakistan, most of the schools follow the textbooks, composed by the foreign textbook authors whose detail will come later. As a result of that the ESL learners and the teachers in Pakistan share the same cultural values but not the