Reconceptualizing textbooks in culture teaching  
	Denise Santos, University of Reading, UK

This article offers an overview of mainstream approaches to culture 
in language teaching and proposes an alternative approach which 
conceptualizes the language textbook as a key participant in classroom 
conversations about culture. A case study illustrates the points made, 
showing how young learners challenged naturalized aspects of their 
culture through interaction with their language textbook.