The CATESOL Journal

In normative multilingual ESL/EFL contexts like India, non-dominant cultural and ethnic representations are absent or superficially represented in English textbooks. For learners from linguistically disadvantaged groups, English has to be negotiated through an unfamiliar dominant language. In this article, I argue that appropriate inclusivity self-checks at the predevelopment stage of materials preparation can contribute effectively to the development of culturally responsive English language teaching materials. Using the Steinhardt NYU Metro Center’s Culturally Responsive Curriculum Scorecard and the Fairness, Bias, and CulturalResponsiveness Checklist of the Centre for Collaborative Education, Indiana University, I examine whether, and to what extent, a set of state-mandated English textbooks reflect culturally responsive and inclusive pedagogy as a response to the English language needs of multilingual, multicultural learners in India. The study shows that by using appropriate selfcheck rubrics, textbook developers can identify sites of diversity-blindness or lack of cultural responsiveness, and design materials with inclusive cultural representations.