TESL Canada Journal

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This article examines the presentation of culture in texts designed for adult learners of English as a second language in Canada. Guiding the analysis is a view of culture as a process of making sense of the world and a site of struggles of people with multiple and shifting identities over meaning and representation. The article discusses the role of texts as culture bearers in second language classrooms. It also addresses aspects of the method of critical discourse analysis, which is employed to tackle the following questions: What is considered cultural knowledge in the selected texts? Whose views of culture are presented in the texts? Do these texts allow students to explore and negotiate their own cultural experiences in the new Canadian environment? The article concludes that in the selected texts culture is constructed as a national attribute consisting of sets of stable values and behavior patterns, a construction that ignores the conflicts and fluidity of cultural forms that characterize human encounters.