Journal of Studies in Language, Culture and Society (JSLCS)
Volume 9, Numéro 2, Pages 71-87
2026-06-30
The Unseen Cultural Ideologies In English-language Picture Books For Children: Insights From Algeria
Authors : Khiari Nor El Houda .
Abstract
English-language picture books have become a widely used resource for early bilingual education, supporting children’s linguistic and cognitive development. However, these materials also transmit cultural values and social norms that may differ from those of the local context. This study investigates Algerian parents’ awareness and perceptions of the cultural content embedded in English-language picture books and examines the extent to which they perceive potential tensions between these representations and traditional Algerian values. In pursuance of the research aim, a mixed-methods research design was adopted. Quantitative data were collected through an online questionnaire administered to 186 Algerian parents of children from eight wilayas in eastern Algeria who had introduced or considered introducing English-language picture books. Participants were recruited using a non-probability snowball sampling strategy via online platforms and social media groups. To enrich the findings, semi-structured interviews were conducted with 16 parents from different Algerian regions. In addition, a content analysis was conducted on a purposively selected corpus of 20 English-language picture books and illustrated storybooks commonly accessible to Algerian families. Findings show that most parents recognize the educational value of English-language picture books while also identifying cultural elements that may differ from Algerian traditions. Perceived areas of cultural divergence include family relationships, gender roles, social behavior, and moral values. While many parents adopt a selective and reflective approach when choosing reading materials, others demonstrate limited awareness of the cultural messages embedded in texts and illustrations. The content analysis confirms the presence of both explicit and implicit cultural representations that may not fully align with local cultural and religious norms. Hence, the study emphasizes parents’ role as cultural mediators in early literacy and the importance of selecting children’s literature that balances bilingual development with cultural identity and values.
Keywords
Bilingual education; cultural identity; cultural representation; early literacy; English-language picture books
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