Acknowledging the inextricable link between language and culture, English language teaching (ELT) textbooks hold a critical role in fostering intercultural competence. However, careful consideration must be paid to the selection and representation of cultural content within these materials. Therefore, the present study investigated the culture and gender representations in ELT textbooks, with a specific focus on two series of locally published textbooks in Iran (Prospect 1,2,3) and Turkey (Ingilizce Ders Kitabi 4,5,6) taught in junior high schools. Firstly, we selected culturally rich conversations from the textbooks series, and drawing upon Cortazzi and Jin’s framework, we probed the portrayal of cultural dimensions in the conversations, aiming to assess if the textbooks provide new information and broaden the students’ cultural understanding. Secondly, we analyzed gender representations in images of the textbooks using Kress and Van Leeuwen's semiotic categories. The depiction of male and female characters in the textbooks’ images, considering aspects such as activity/passivity, visual framing, and power dynamics were analyzed. The findings indicated that both series of ELT textbooks, particularly those in Iran, fall short in expanding the students’ worldview and cultural awareness. Moreover, the gender analysis revealed a significant gender imbalance, with male characters depicted as more active, dominant, and powerful, while female characters are marginalized and portrayed in passive roles. Furthermore, all female characters are fully clothed, contrasting with Turkish textbooks where diverse clothing styles are depicted. The findings emphasize the significance of developing culturally inclusive and gender-balanced ELT materials. The results seem to be beneficial for creating textbooks that promote cultural understanding, challenge stereotypes, and foster a more equitable educational environment.
