<![CDATA[This qualitative document-analysis study examined National and global cultural representation and intercultural learning opportunities in the 2024 revised edition of Let’s Elevate Our English for Grade XI. The data comprised 34 verbal, visual, and combined verbal-visual units selected from the textbook’s four units. Cultural content was categorized as source culture, target culture, or international culture using Cortazzi and Jin’s framework; hybrid cases were counted according to their dominant category while secondary meanings were retained for interpretation. Corpus-level patterns were identified through thematic analysis, selected cases were interpreted through Fairclough’s three-dimensional critical discourse analysis, and the accompanying activities were evaluated using Byram’s five dimensions of intercultural communicative competence. International culture was the most frequent category (13 items; 38.2%), followed by target culture (11; 32.4%) and source culture (10; 29.4%). The overall distribution appeared relatively balanced, but the pattern was genre-specific: Indonesian cultural materials were concentrated in narrative units, whereas the expository units relied more heavily on Anglophone institutions and globally circulated health and environmental content. The discourse analysis showed that source culture was commonly authorized through heritage, communal values, and moral relationships with nature; target culture through statistics, policy, and institutional expertise; and international culture through globalized or humanitarian discourse. The activities supported cultural knowledge, openness, interpretation, and discovery, but explicit criteria-based comparison and critical cultural awareness were less consistently scaffolded. The findings describe textbook affordances rather than classroom outcomes.]]>
