| This study investigated the nuanced portrayal of culture in the context of a broad Global Englishes which offered a paradigm shift in EFL learning from a view recognizing the hegemony of English to International English and English as lingua franca. Such expansion has reshaped the world of EFL learning. Turning into this direction, this research examined cultural content embodied by the EFL textbooks, especially their being adapted and remade through the concept of transcultural flows. By far, research on cultural content has been explored by describing the proportion of the content quantitatively. The studies also focused on the cultural categorization based on large culture. They did not look into culture as small culture or transcultural flows. Tapping on this gap, this study examined cultural representations of EFL textbooks by delving into their transcultural flows. The research was predicated on the idea that the global spread of English has led to diverse and dynamic cultural interactions, which are pivotal in shaping the content and approach of English language textbooks, particularly in non-native English-speaking contexts like Indonesia. Based on three Indonesian EFL textbooks published by Kementerian Pendidikan dan Kebudayaan Republik Indonesia (2016, 2017, 2018), this study examined their cultural content and transcultural flows. The data were built on five cultural information types from Adaskou et al (1990): descriptive texts, cultural notes, dialogues, idioms and collocation, and visual illustrations. These five cultural information types were analyzed based on Byram and Morgan‘s (1994) nine cultural categories, including social identity and social groups, social interaction, belief and behavior, socio-political institutions, socialization and the life cycle, national history, national geography, national cultural heritage, stereotypes and national identity. The study found various aspects of culture representations in these nine categories, but technology was not covered by the framework. Following these cultural representations, the study further examined their transcultural flows across national and cultural boundaries based on Pennycook (2007). The examination found dynamic interplays between local Indonesian culture and transcultural flows but only the form of borrowing and remaking in the textbooks. The study highlighted how these borrowings coexist and interact with local Indonesian culture, offering room for the students‘ awareness of culture in the global contexts. This study showcased that the cultural representations and their borrowings in Indonesian contexts offer English learning beyond English skills per se. The cultural representations and their being borrowings offer opportunities for developing English as part of global Englishes. |