Cultural Representations and Potential Intercultural Friction in the Tendance A1 Textbook: Implications for Beginner Indonesian Learners

Abstract

Foreign language textbooks function not only as linguistic resources but also as vehicles for cultural transmission. In French as a Foreign Language (FLE) education, cultural representations embedded in teaching materials may generate intercultural tensions when they differ from learners’ sociocultural norms. Despite extensive research on culture in FLE textbooks, the potential for intercultural friction in beginner-level materials remains underexplored, particularly in the Indonesian context. This study aims to identify French cultural representations in the audiovisual content of the Tendance A1 textbook and examine their potential for intercultural friction from the perspective of Indonesian cultural values. Using an interpretive qualitative design, the study employs content analysis of audiovisual materials from Units 0 to 9. The analysis is informed by intercultural and ecolinguistic perspectives and focuses exclusively on textbook content rather than learners’ perceptions or experiences. The findings reveal four recurring domains of cultural representation: greeting practices involving la bise and physical contact, norms of intimacy and interpersonal distance, diverse family and romantic relationship models, and individual autonomy in everyday life. These representations reflect values of informality, personal freedom, and relational openness that may contrast with the more collective, family-oriented, and religiously influenced norms commonly associated with Indonesian society. The study concludes that such cultural differences should be viewed as opportunities for developing intercultural competence rather than as barriers to learning. It contributes to FLE textbook research and offers pedagogical insights for contextualizing cultural content in Indonesian classrooms.