ABSTRACT Adopting the Common European Framework Reference in ELT led the Malaysian Ministry of Education to replace locally developed textbooks with imported (global) coursebooks. Given the Malaysian English curriculum emphasis on learners’ intercultural skills, the question that arises is whether imported coursebooks meet local learners’ needs. The current study addresses this based on an analysis of the cultural content in English Form 1, a locally developed textbook, and Pulse 2, an imported coursebook. The study employed Byram’s Intercultural Communicative Competence (ICC) framework to capture intercultural content and measured the spectrum of cultures (source, target and other cultures) in each book. The intercultural content and the cultural spectrum in the local textbook are found to be wider and more in keeping with ICC objectives than the imported book. Replacing a local textbook with an imported coursebook, therefore, may not necessarily be in the best interest of the country’s English language agenda.

中文翻译：

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本地开发与全球教科书：对马来西亚英语教学中使用的教科书文化内容的评估

摘要 在 ELT 中采用欧洲共同框架参考导致马来西亚教育部用进口（全球）课本取代本地开发的教科书。鉴于马来西亚英语课程强调学习者的跨文化技能，出现的问题是进口课本是否满足当地学习者的需求。当前的研究基于对本地开发的教科书英语 Form 1 和进口课本 Pulse 2 中的文化内容的分析来解决这个问题。该研究采用 Byram 的跨文化交际能力 (ICC) 框架来捕捉跨文化内容并衡量每本书中的文化范围（来源、目标和其他文化）。发现本地教科书中的跨文化内容和文化范围比进口书更广泛，更符合 ICC 的目标。因此，用进口课本代替当地教科书未必符合国家英语语言议程的最佳利益。