The first chapter (‘Culture in ELT’) examines different interpretations of culture in the context of language learning in order to establish the theoretical framework for the case study. The difference between ‘culture 1’ and ‘culture 2’ or ‘objective’ and ‘subjective culture’ is outlined to illustrate how varying views of what culture represents can affect learner identities and the way language and culture are addressed in the classroom. Notions such as intercultural communicative competence and the need for ‘hybrid’ learner identities are explored as a possibility to deal with, and ultimately understand, cultural difference.

The case study in the second chapter deconstructs various important components of the NHE (3rd edition) course in order to evaluate the ideological and cultural assumptions underlying them. Aspects such as methodology, language selection, topics and representational practices are analysed so as to outline the culturally biased content of the series rooted in anglicised western ideals. Likewise, the case study underlines how a number of systematic omissions, taboo topics and other exclusions in the course project an intricately constructed notion of cultural reality far removed from the heterogeneity of the target culture(s).

As a potential alternative to the artificial content in global coursebooks such as NHE, the third chapter investigates EIL (English as an International Language) as a possibility for language learning to take place in a more pluricentric and less standardised context. Rejecting both the narrow ideals of the native speaker model as well as limited interpretations of target culture, EIL thus represents a more inclusive and democratic view of language and target culture. Hence, EIL can offer a number of advantages for ELT in Luxembourg, especially due to the fact that it contributes to fostering intercultural communicative competence. At the same time, the third chapter also exposes a number of issues related to EIL which need to be addressed and resolved before the concept can function as a true alternative in the Luxembourg context. 5