The paper discusses the justifications made in the process of implementing a large scale textbook project in Morocco. Despite a lot of decisive actions to be made in making the instalment a success, the textbook writers should forsee some of the crucial parts like cultural differences which eventually will pose some threat to the entire project itself. In some part of the world, textbook may become the only reference the students have that connects them with the outside world. Owing to that, the selection of materials to be posted or used should be able to reflect the generality of the foreign language so as for the learners to not becoming even more confuse when they confront with the real situation in the near future. As idle as it may seem, some countries like Malaysia and Morocco practice the top-down approach when it comes to making decisive actions concerning the textbook usability for foreign language learning. However, for Morocco English is taught in secondary schools for the purpose of communication solely without any ambitious aims of making the English language as an alternative mode of communication in the coming future like Malaysia. Textbook writers had worked hard in infusing local context into the characters, settings and situations exemplified in the textbook as an approach to prepare secondary learners of such possible circumstances whereby English language will be used. Regardless of how much effort being put forth, reality may never be duplicated on paper thus resulting in English language learning to remain in isolation. Holme, R. (2002) The theory of language as a universal medium of communication has brought about numerous debates among scholars. Despite these arguments, they have to agree to a point whereby existing culture of each civilization has and influence over the origin of the language specified for the community. The author has tried to classify the instalment of culture into the language curriculum through five different perspectives. First, culture can be seen as a mode of communication where instructors can exploit other communitys culture to enrich the learners vocabulary and commentating skills. Secondly, culture implementation
can be viewed as an enriching perspective of language learning if the
existence of similarities between L1 and L2 takes place. Apart from that, culture can also be used as a mode of unification when all the countries using the same language should be able to establish a network for future gains. The fourth view is that culture can lessen the differences between each cultural disparity either in socially constructed meanings or interpretation. The fifth culture view is where the language is conveyed to the optimum beyond any explicit and implicit extension of the language. Kramsch, C. (1993) Language is supposed to be a medium which connects people regardless of their origins. As true as it may be scrutinized, the involvement of culture into language teaching has brought about conflicting issues when it comes to getting the message across between the encoder and their decoder. In some foreign cultures, what is spoken or written may not necessarily carry similar interpretation in other languages. The existence of dichotomies and deceptive symmetries in various aspects of language teaching had resulted in extensive debatable thoughts. Instructors or teachers equipped with a variable of teaching philosophies entered their classrooms would normally end up making their own judgmental understanding of how the outcome of the lesson is going to turn up by the end of the specific lesson. One cannot deny that teachers would definitely know their students better in a sense of making any decision of how the lesson is going to take place. Krashen (1998) suggested that the learners should be exposed to a lot of comprehensible input simply to complement any discrepancies between each dilemma that emerged in the teachers teaching approaches. Despite the numerous research outcomes regarding the subject, teachers could still find their own ideal method of teaching based upon their own teaching philosophies. Lund, Ragnhild (2001) This article emphasizes on how ELT can be exploited to cater for cultural awareness among the learners of L2. The designing of the curricula for English teaching in Norway was used as the base of the research to study whether the context and culture awareness can be adapted to suit any situation. The main aim of the curricula design is for the development of students ability to interact confidently with other
users of the English language with the awareness of cultural sensitivity as
a point of reference. Culture is a part of every humans life. In some places, culture is even stronger than the religion itself and has a direct link to the language. Kramsch (1993) argued that culture can be negotiated and not fixed for every culture. So, the most relevant approach is trying to narrow the gap rather than integrating one foreign culture into the other. The challenges arise to infuse context and culture of foreign language into L1 users require an open-minded preparation from both parties; teachers and learners. However, in spite of going too deep into the context itself, teachers are advised to explain the culture of L2 explicitly so as not to confuse the learners.