From Textbooks to Tests: The Role of Cultural Integration in Shaping Outcomes of English Language Assessment in Punjab, Pakistan

The current research explores cultural integration in four English textbooks prescribed for intermediate students in Punjab, Pakistan, and its implications for language assessment. While textbooks remain central to pedagogy, their cultural orientation strongly influences learners’ readiness for national and international examinations. The study used qualitative content analysis of the narrative and poetic texts to examine the balance of local, national, and global cultural themes in relation to inclusivity, assessment alignment, and authenticity. Findings showed uneven integration of cultural elements in all books, like Book 1 offered moderate inclusivity with limited intra-Pakistani representation and medium assessment alignment. Book 2 was STEM-heavy showing low local voice but high argumentative and explanatory focus. Book 3 emphasized universal themes with western settings, requiring cultural transfer, while the last book, a novel reflected hierarchical class structures and limited intercultural outlook. Overall, national identity and traditional values were well represented, but global perspectives remained scarce. This imbalance risks construct-irrelevant variation in high-stakes tests like IELTS and TOEFL, challenging fairness, validity, and learner motivation.