This study reflects on the presentation of culture in the English textbooks adopted in Chinese high school level. The categorization by Ramirez and Hall (1990) shaped the basis of the textbook analysis. The main objectives of the inquiry were to examine the quality of representation of source, target and other cultures in the ELT textbooks. Following data collection and analysis, the results of the study pointed out that the Chinese ELT textbooks in high school level represented target culture (C2) more than source culture (C1) and other cultures (C3). Further, among five major cultural elements, the most emphasis was given to the category of religion, arts, and humanities under which came subcategories including literature, arts and music. Data represent that the coverage of culture in Chinese English textbooks in high school level was characterized to be of an imbalanced status. Relying on the findings of this survey, although some culture dimensions emerged adequate, the present status of culture representation in Chinese ELT textbooks in high school level suffers from unfair treatment of all culture dimensions, overemphasizing some and poorly characterizing some other. Thus, they are unable to cater for students’ deepening and enriching their knowledge of culture in all respects.
