Mapping Australian Culture and Society in the Animated Series Bluey—The Use of Audiovisual Material in Early EFL Learning

Abstract

Bluey stands as the current pinnacle in children’s television series, lauded and adorned with multiple accolades for its educational and social merits. It stands out for its portrayal of childhood social learning within familial settings, offering a realistic depiction of everyday challenges. In addition, Bluey is based on the everyday life of Australian society, clearly reflecting the country’s customs, social values, and natural environments, making it an invaluable resource for enriching the cultural learning of the English language and culture from an Australian point of view, an issue that is rarely addressed in the specialist literature. Thus, this study seeks to identify the cultural and societal facets of Australia depicted in it, with the aim of assessing its pedagogical value in teaching English to non-native learners within the context of primary education. Thirty evaluators analyzed the 52 episodes of the first season of Bluey, endeavoring to identify elements across nine thematic areas. To mitigate variances among evaluators, elements were verified only if agreement was reached by at least three evaluators. In total, evaluators identified 3327 elements representing Australian culture, comprising these categories: (1) Childhood; (2) Devices; (3) Lifestyles; (4) Food; (5) Language; (6) Sports; (7) Animals; (8) Nature; and (9) Places. A total of 1223 elements received verification by the requisite number of evaluators. The resulting catalog of Australia-specific elements per episode serves as a valuable tool in selecting the most instructive episodes for English-language and Australian cultural education for non-natives. This compilation facilitates a nuanced approach to teaching English, rooted in the diverse and culturally rich Australian context, thus breaking away from strictly British and American cultural associations and embracing a broader linguistic and cultural landscape.

1. Introduction

Numerous empirical studies have shown the benefits of dual instruction for the development of communication skills and cross-cultural sensitivity in multicultural situations [1,2]. As a result, Europe has seen a progressive implantation of bilingual schools over the past two decades [3]. In Spain, bilingual education programs operate under the umbrella of CLIL (Content and Language Integrated Learning), “a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language (p. 1)” [4]. The growing interest in bilingual education, which emphasizes the use of the foreign language (henceforth, FL) for real communicative purposes from an early age further reinforces FL teaching and learning [5,6]. Moreover, there is a widespread commitment among education stakeholders to ensure the development and empowerment of English as a Foreign Language (henceforth, EFL) instruction in early education [7].

Primary education, like other educational stages, is characterized by linguistic and cultural diversity [8]. This fact raises the need for better preparation of pre-service teachers to meet the demands of their future diverse classrooms [9,10]. So far, research has shown that many in-service teachers do not exhibit the expected level of intercultural competence required to address the challenges of modern education [11]. In most cases, the educational policies of schools and states are the factors hindering their successful professional development [12].

Furthermore, preschool students have unique characteristics that affect the quality of child-teacher relationships [13], necessitating tailored EFL instruction [14]. Another key factor in early education is target-language exposure [15]. Although bilingual education has promoted instruction in EFL, young learners are generally not exposed to the target language outside of school, limiting their ability to become culturally competent in both languages. This shortcoming highlights the importance of professional development for teachers to raise intercultural competence in early education stages [16].

It is undeniable that culture is inherent to language [17]. However, the treatment of culture in the EFL arena poses difficulties due to the intricacy of the notion itself [18,19]. We must distinguish between ‘Large C’ and ‘small c’ culture. The former refers to a country’s literature, art, monuments, principal historical events, etc., while ‘small c’ involves understanding and reacting appropriately to everyday cultural patterns, such as shopping or greeting people. This second component of culture is more directly connected to EFL, since it involves understanding how individuals from other cultures express themselves daily [20,21]. It is important to note that “students learning an international language do not require accommodating to the cultural patterns of native speakers of that language (p. 3)” [22]. Rather, they need to be capable of expressing their beliefs and ideas to individuals from another culture without leading to any cultural misunderstanding or conflict between the two parties.

Being culturally competent entails aligning the level of all cultures, thus rejecting ethnocentrism, and gaining a deeper understanding of one’s own cultural characteristics and those of others [23,24]. Consequently, FL teachers must foster students’ linguistic and cultural competence in the target language. As the Common European Framework of Reference for Languages acknowledges, there is a “need for learners as ‘social agents’ to draw on all their linguistic and cultural resources and experiences in order to fully participate in social and educational contexts, achieving mutual understanding, gaining access to knowledge and in turn, further developing their linguistic and cultural repertoire” [25]. Thus, a holistic or integrative approach is essential for educators, as learners require training on how to best utilize their comprehensive linguistic and cultural assets to effectively engage in diverse social and educational settings.

Despite the evidence supporting this approach, culture is still often considered secondary or marginal to purely linguistic elements, such as the teaching of grammar or syntax [26]. Therefore, it is paramount that future FL teachers become aware of the connection between language and culture and understand how both must be present in the classroom to ensure the success of their students. Professional development programs should prioritize cultural literacy alongside linguistic proficiency to produce well-rounded and effective language educators [27]. The integration of culture in the FL classroom not only enriches students’ communicative competence but also enhances their ability to navigate real-life situations, facilitating their integration into an increasingly diverse world.

Regarding EFL, this study has primarily focused on elements of Australian culture, with elements of American culture being the most commonly used as the main or secondary option. In contrast, elements of Australian culture have been largely overlooked, despite Australia’s rich environment, society, nature, and unique cultural elements [28]. These aspects offer a wealth of material that could easily facilitate the development of highly motivating projects for preschool students.

The variety of resources and materials for the teaching of EFL have multiplied in recent decades [16]. The evolution of digital resources and the rapid emergence of digital innovations applicable to teaching have led experts to characterize this era as “The Fourth Industrial Revolution” or “Industry 4.0” [29], which has given rise to “Industry 5.0”. The accessibility to a broad range of offline and online teaching resources has facilitated the work of educators during the COVID-19 outbreak of the past few years, although some studies have reported their lack of training in utilizing these resources and their inability to address technology-related issues [30].

In our context of analysis, teaching materials are commonly categorized into non-authentic and authentic, depending on whether they were initially designed for teaching purposes or for native speakers, respectively. The inclusion of authentic material in EFL teaching can be advantageous as it exposes students to the culture of the target language, thereby enhancing their communicative competence [31]. As authentic materials bridge the gap between the classroom and real-world language use, they help learners improve their language skills and make their learning more relevant and engaging. Therefore, the strategic use of authentic materials should be considered an essential component of effective language instruction.

Teachers have access to a wide array of authentic teaching materials in audiovisual formats, including films, real-life sketches from the Internet, documentaries, commercials, music videos, and TV series, among others. As stated above, the use of authentic audiovisual material in the EFL teaching-learning context not only aids FL learning but also promotes cultural competence [23]. While numerous empirical studies in the literature highlight the benefits of using audiovisual materials in the classroom to enhance the linguistic competence of non-native students [32,33], there is a comparatively less research on the ways these materials benefit students’ developing cultural competence. In any sense, it is essential to recognize that the teacher remains central to the teaching-learning process. Hence, these audiovisual materials should be considered as a supplementary component of language education rather than a substitute for the expertise embodied in the educator [34].

Cartoons serve as engaging tools for EFL instruction with young learners. They represent a form of authentic material where animated characters navigate events that mimic real-life situations, often employing humor and conveying moral lessons [35]. Notably, cartoons exhibit adaptability, making them suitable for language classes of diverse proficiency levels [31]. Moreover, they serve as valuable resources for fostering intercultural learning in the target language, facilitating the development of empathy toward individuals with differing cultural values and a deeper understanding of diverse cultural traditions and societal norms, thereby enhancing the overall learning experience [16].

One of the most widely streamed and popular cartoon series in recent years is Bluey. This award-winning animated TV series is celebrated for its insightful portrayal of social issues and child-rearing. While primarily intended for preschool-aged children, Bluey has garnered a following among adult audiences, and scholars are beginning to recognize its potential for cultivating cultural awareness among learners [36]. Despite its recent debut in 2018, studies highlighting its pedagogical value for teaching values and social elements have begun to emerge. However, Bluey has yet to be fully utilized as a resource for cultural learning in EFL acquisition, despite its Australian origin, which consistently incorporates distinct elements of Australian culture. From Australian animals and flora to typical dishes, maps, and sports, Bluey episodes offer rich cultural content. Therefore, watching this TV series, accompanied by the original dubbing performed by native Australian actors and actresses, can provide a comprehensive learning experience encompassing both cultural and linguistic Australian values.

Thus, this study analyzed all episodes (N = 52) of the first season of Bluey, with the general objective of creating a catalog that captures the elements characterizing Australian culture and society. The selection of these elements was based on the perceptions of future EFL teachers (N = 30) enrolled in the degree in Preschool Education with a major in EF at the Universidad Autónoma de Madrid (Spain). This research serves a dual purpose: First, to enhance EFL competence among prospective teachers within the specific context of primary education by regularly engaging with Bluey. (It is anticipated that this exposure will not only enhance their EFL skills but also cultivate their ability to critically analyze potential teaching materials, including animated TV series, from the perspective of the target culture). Second, aligned with the aforementioned objective, the resulting catalog, which showcases representative elements of Australian culture and society, is intended to be a valuable resource for EFL teachers. It is designed to facilitate the integration of these cultural elements into the primary education classroom.

2. Materials and Methods

2.1. Study Context

The subject “Didactics of English” is taught in the fourth and final year of the degree in primary education. It is a mandatory course within the specialization in English as a Foreign Language at the Universidad Autónoma de Madrid. The subject is conducted in the first semester, encompassing a total of 12 credits and 120 h of lectures. The main objective of this course is to prepare future educators for teaching English in a primary education classroom. To that end, the course is structured into two clearly defined components.

First, there is a theoretical component that instructs students on the methodologies, tools, and resources available for facilitating meaningful EFL learning in a primary education classroom. This component also involves the transfer of theoretical knowledge to practical applications. In this practical aspect, students are expected not only to demonstrate their acquired knowledge but also to actively seek out various strategies that will aid in achieving excellence in EFL teaching.

The course activities span one semester and are organized on a weekly basis. To facilitate the acquisition of EFL, contextual sensitivity, knowledge transfer to real-world environments, and observational competence among future educators, students are required, as part of their continuous assessment, to watch two seven-minute episodes of the TV series Bluey each week and complete an Excel worksheet with sections previously explained to them. Through this activity, students are expected to analyze, identify, and observe the cultural elements presented in each episode. The distribution of episodes among students ensures that an entire season is covered in the classroom.

The TV series Bluey serves as an excellent example of how to introduce everyday elements into a primary education classroom, demonstrating to students the differences between countries through the simple act of watching a series or movie from another nation. The language, accent, and diverse lifestyles underscore the necessity of a transversal approach to language learning and cultural understanding, which should be integrated into the teaching of any language.

Other aspects to consider regarding the pedagogical utility of this exercise include:

• Development of language skills: Bluey provides an authentic linguistic resource that allows students to engage with real and contextualized English. The series features natural dialogues and everyday expressions that are relevant to the school and social environment of children in primary education, thereby facilitating the practical development of language skills.
• Fostering motivation and participation: The playful and entertaining nature of Bluey captures children’s attention, significantly increasing their motivation to learn English. Using the series as an educational tool in the classroom can make lessons more engaging, fostering active student participation and creating an appropriate environment for effective learning.
• Promotion of intercultural competence: Bluey not only offers an opportunity for language learning but also introduces students to Australian culture through its stories and characters. This enriches the educational experience by promoting intercultural competence, allowing future teachers to broaden their perspectives and understanding of cultural diversity.
• Integration of values and socio-emotional skills: The series addresses fundamental values and socio-emotional skills, such as problem solving, empathy, and the importance of play in child development. Integrating these themes into EFL didactics will not only contribute to the academic growth of students but also enhance their emotional and social well-being.
• Adaptability to various methodologies: Bluey is versatile and adaptable to various pedagogical methodologies. It can be utilized for communicative approaches, project-based tasks, cooperative learning, and other modern pedagogical strategies that promote active participation and practical application of the language.
• Preparation for inclusive teaching: The series features diverse characters and situations that reflect the multicultural reality of classrooms. Integrating Bluey into EFL didactics prepares future teachers to address the cultural and linguistic diversity they will encounter in their classrooms, thereby promoting inclusivity and educational equity.

In summary, the integration of Bluey into the EFL didactics course for primary education at the Universidad Autónoma de Madrid is justified by its capacity to enrich the learning process, improve language skills, foster intercultural competence, and prepare future teachers for the challenges of diverse and dynamic classrooms.

2.2. Participants

Thirty observers participated in this systematic observation, all of whom were students enrolled in the “Didactics of English” course, offered in the final year of the degree in primary education. As previously mentioned, it is a mandatory course within the specialization in English as a Foreign Language. Among the 30 observers, one identified as male, while the remaining identified as female. This gender distribution reflects the common demographic among educators in Spain, where a significant majority are female. The ages of the observers ranged from 21 to 23 years.

To mitigate the fatigue effect observed in similar studies [23], where observer sensitivity decreased with increased exposure to episodes, the observers were divided into three blocks of episodes, as illustrated in Figure 1:

As shown in Figure 1, there were 9–11 observers per episode, with the exception of episode 1, which had 15 observers, as it was used as a pilot observation by some of the study participants.

This research was recognized and approved by the Research Ethics Committee of the Universidad Autónoma de Madrid (Project identification code: CEI-137-2963) on 8 March 2024. This approval ensured that the participation of the observers was voluntary, not connected to academic qualifications, and required obtaining their written informed consent. Their data were anonymized and securely stored for evaluation purposes.

All students were familiar with the research objectives beforehand and were aware of the entire scientific process and the exclusively scientific use of their observations. Those students who chose not to participate in the research carried out the same exercise, without the result of their exercise being part of the research results. All students anonymized their answer sheets, making their exercise unidentifiable. Their data were securely stored for evaluation purposes. No evaluator suffered any psychological or emotional harm in the process. However, the exercise was useful for their own training and learning.

In accordance with the regulations of the Research Ethics Committee of the Universidad Autónoma de Madrid, students’ (i.e., observers) academic work produced in didactic activities as part of the curriculum may be reused for research with their explicit written consent.

This study follows a non-interventionist approach, ensuring the anonymity of the observers in accordance with Organic Law 3/2018 of 5 December, on Data Protection and Guarantee of Digital Rights.

2.3. Design and Procedure

The qualitative research method of systematic observation was used to collect the results of the study. As this method is highly dependent on the subjectivity and expertise of the observer [37], 30 independent observers were used to reduce the negative influence of individual differences between them on the results.

Each of the observers watched a minimum of 15 episodes and a maximum of 19 episodes of Bluey over a period of two months. For each episode, they individually identified all the elements of Australian culture and society that they recognized in the images, scenes, expressions, or references by writing them down on a previously prepared recording sheet. For the identification of the categories of elements recognized by the observers, nine conceptually differentiated and easily identifiable categories were used, referencing those created in the previous research by Estrada-Chichón and Sánchez-Cabrero [23], who carried out the same process on another children’s animated TV series. These nine themes were pre-established, taking into account the joint criteria of the researchers, based on the unique characteristics of the Bluey TV series and Australia’s own culture, through the Qualitative Text Analysis approach and validated by a committee of experts in the field.

The categories are presented below:

• Childhood: it involves elements related to children and school. For example: fairy tales, playground elements, various toys and games, or school elements.
• Devices: this refers to items related to clothing, devices, gadgets, and machines. For example: hats, boomerangs, maps, decorative items, etc.
• Lifestyles: it refers to elements related to common activities, traditions, habits, and ways of behaving in society. For example: driving vehicles, recycling forms, outdoor activities, etc.
• Food: this relates to food and beverages, excluding food and beverage-related activities. For example: cakes, sauces, typical dishes, unique beverages, etc.
• Language: this refers to elements related to the English language, such as words, phrases, slang, idioms, expressions, forms of address, etc. For example: ‘Cheese and crackers’ (to express disbelief), ‘Veggie’, etc.
• Sports: this specifies elements related to sports common to or originating from Australia. For example: rugby, cricket, etc.
• Animals: this focuses on Australian animals. For example, kangaroos, koalas, etc.
• Nature: this focuses on natural elements of the environment, the Earth, climate, or nature. For example: trees, flowers, plants, etc.
• Places: it refers to unique and easily recognizable places and festivities in Australia. For example: Sydney Opera House, the Canberra Balloon Festival, etc.

Following the collection of raw data, a systematic categorization based on episodes, observers, and categories was performed. This was followed by a filtering process that led to the exclusion of items that did not receive confirmation from a minimum of three different observers and did not meet the criteria for inclusion in the study. The triangulation of the observers’ validation was used to reduce observer subjectivity, ensuring replicability of the results [23,38].

10.

All elements identified must be distinctive to Australia. They do not have to be unique to Australia, but they do have to be distinctive. For example, driving on the left is distinctive to Australia, as it is in the United Kingdom and other countries. However, it is a distinctive Australian feature when viewed globally.

11.

Elements are not included in all or a large majority of the episodes. For example, the fact that Bluey’s family are Australian sheepdogs is a recurring theme in all episodes, as well as the Australian accent of the voice actors or elements such as jacaranda or palm trees that appear at the beginning of the episodes and are continuously repeated.

12.

Globalized elements are not included, even if they are very common in Australia, as they are not distinctive to Australia compared to other countries. For example, tropical fruits that do not originate in Australia, wooden detached houses, or outdoor activities.

When the coded data were collected, visual representations such as bar charts, histograms, and tables were generated to illustrate the distribution of the data [39]. The filtered data were then restructured, maintaining their alignment with episodes, observers, and categories, and visualized again using bar charts, histograms, and tables to elucidate the distribution of the filtered dataset. Finally, to discern the trajectory of the strictly Australian elements identified across episodes, a polynomial function was calculated to optimally characterize their evolution over the course of Bluey. The results of this analysis were summarized in tables, which served as informative references for other educators regarding the Australian cultural elements identified.

3. Results

Once the 3327 elements across the 52 episodes were identified by the 30 observers, elements that did not meet the established research criteria and those not verified by at least three observers were eliminated. This process resulted in 1223 verified elements, representing 36.76% of the total sample. To describe the distribution of these verified elements, the following section will present their distribution according to the observers, episodes, and categories considered. Figure 2 shows the distribution of verified elements by each evaluator:

As depicted in Figure 2, the verified elements highlighted by the evaluators range from 16 to 76, with an arithmetic mean established at 41 (SD = 12.14). Despite the inter-individual variability inherent in qualitative observation by several independent observers, each evaluator contributed to the identification of several elements to the final compilation of elements verified through observer triangulation, indicating that all evaluators were valid and had a substantial contribution to the final results.

Concerning the distribution of verified elements per episode, the histogram shown in Figure 3 below facilitates a visual examination of the final distribution. In addition to illustrating the actual distribution, Figure 3 also incorporates the resultant trend line derived from the polynomial function that best fits this distribution optimally, specifically a linear function (y = 0.1203x + 20.33; R² = 0.0255):

Regarding the distribution of verified elements per episode in Figure 3, it is notable that two episodes (episodes 12 and 33) did not present any verified elements, whereas the maximum number of verified elements occurs in episode 38 (53 verified elements). However, there is a regularity of identifying elements of Australian culture across a majority of episodes, indicating that Australian culture is a recurring theme in Bluey. Concerning the assessment of observer fatigue, as indicated by the resulting trend line, it can be concluded that no fatigue occurred, because the data do not show a declining trend but a slight upward trend of 0.1203.

Finally, Figure 4 below presents the distribution of verified elements across the various categories considered using a bar graph.

The distribution of verified elements by category, illustrated in Figure 4, emphasizes a notable prominence of the category “Animals” compared to the others. Following closely is “Lifestyles”, whereas conversely, the category “Childhood” appears least frequently. These results show how the natural elements of the Australian environment are more easily identifiable, while the elements of childhood are less identifiable in today’s society, which is characterized by cultural globalization.

Finally, it is necessary to characterize the verified elements based on the combined distribution of categories across each episode to identify the most conducive episodes for learning in each category.

Table 1. Verified categories per episode.

Episode	Categories	Episode	Categories
1	2,3,7,8,9	27	7
2	3,7	28	2,3,4
3	3,5,6,7,9	29	7
4	3,5,7	30	1,6,7
5	1,2,3,4,6,7	31	7
6	2,3,6,7,8	32	4,7,9
7	3,4,5,6	33	-
8	3,6,7	34	3,7
9	2,3,5,6,7,8	35	2,3,4,7
10	8	36	2,3,4,5,7,8,9
11	2,3,4,6,7,9	37	2,3,7,8,9
12	-	38	2,3,5,7,9
13	3,4,5,7,8,9	39	3,5,7,9
14	2,5,7,9	40	1,2,7
15	1,4,8	41	2,3,5,7,8
16	2,3,5,6,7	42	2,7,8
17	1,2,3,7,8	43	2,4,5,8
18	1,2,3,4,7	44	2,5,7
19	2,3,4,5,7	45	2,3,4,5,6
20	1,2,4	46	2,4
21	7,9	47	2,3,5,7
22	2,3,5,7	48	3,4,6
23	7,8	49	3,5,7,9
24	5,7	50	3,6,7,8
25	2,3,5,9	51	2,3,4,5,7
26	3,6,7	52	3,4,5,7

below displays the distribution of categories per episode:

Table 1 illustrates the greatest thematic diversity in episode 36, encompassing seven represented categories, while episodes 5, 9, 11, and 13 include six different categories. Episodes 12 and 33 had no verified elements, and episodes 10 and 31 each had only one verified element. The remaining 48 episodes (92.31%) feature a representation of multi-themed elements. Thus, it can be concluded that the distribution of Australian elements is extensive, diverse, and varied, and a multitude of episodes can be selected to work didactically on any category.

In this context,

Table 2. Best episodes for each verified element.

Category	Episodes (by Order of Agreement)	Different Elements
1	5,15,17,18,20,30,40	X1
2	45	X3
	9,36,42,46	X2
3	11,37	X3
	1,16,22,34,38,48,49,52	X2
4	7,20,48	X2
5	14,22,38,44,45,49	X2
6	8,9,11,30,48	X2
7	29	X5
	26,31,40	X4
	6,8,18,30,32,35,38,41,42,52	X3
8	43	X2
9	36	X4
	38	X2

below presents a comprehensive description of the episodes most suitable for exploring each theme, organized by the number of distinct elements present in each episode per category:

Table 2 indicates that, across all categories except “Childhood”, there is a diversity of elements from the same category in some episodes. Episode 43 stands out in the “Nature” category, while episodes 36 and 38 are particularly notable for the “Places” category. Additionally, episode 29 is noteworthy for featuring up to five different elements within the “Animals” category. Again, it can be said that the distribution of Australian elements is extensive, diverse, and varied, and a multitude of episodes can be selected to work didactically on any category.

Table 3. Most checked elements per episode.

Episodes	Category	Number of Users Who Verified It
1	3 (Driving)	13 (87%)
6	6 (Cricket)	11(100%)
7	6 (Rugby)	9 (82%)
14	7 (Australian raven)	9 (82%)
19	3 (Driving)	9 (100%)
21	9 (Blue Mountains National Park)	9 (100%)
26	7 (Pelican)	9 (100%)
26	7 (Silver gull)	8 (89%)
29	7 (Wallaby)	8 (89%)
34	3 (Driving)	8 (89%)
38	7 (Budgerigar “Budgie”)	8 (80%)
38	9 (Outback)	8 (80%)
40	7 (Kangaroo)	10 (100%)
42	8 (Purple Australian flowers)	8 (80%)
42	7 (Red dragonfly)	10 (100%)
45	3 (Driving)	10 (100%)
46	2 (Australian Map)	10 (100%)
48	3 (Driving)	9 (90%)
50	7 (White Ibis)	10 (100%)
51	3 (Driving)	8 (80%)

below presents the elements most frequently verified in any episode, achieving at least 80% consensus among evaluators. This highlights these elements as integral aspects of Australian culture easily identifiable by Spanish observers:

As observed in Table 3, the most prominent element, appearing up to five times, is “Driving on the left”. It is noteworthy that the categories “Childhood”, “Food”, and “Language” do not attain at least 80% agreement in any episode.

Lastly,

Table 4. Most checked elements per category.

Category	Most Frequent Element	Episodes	Checks
1	Children have gnomes as dolls	17,18	9
2	Australian Map	1,5,9,11,18,25,28,35,38,40,41,42,45,46,47	86
	Australian plugs	6,43,44,51	12
	Currency	14,17,19,20,45	23
3	Driving	1,11,19,22,25,28,34,35,37,38,45,48,51	81
	Recycling	1,2,3,6,7,9,11,16,34,38,47	35
	Tea Culture	4,8,16,17,18,22,41,48,49,50	39
4	Pavlova Cake	20,52	10
5	“Squirts”	14,16,22	9
	“Hey mate!”	14,36,38	11
6	Cricket	5,6,9,30,45,48	32
	Hockey	9,11,16	17
	Rugby	3,7,8,48	22
	Surfing	11,26,30	15
7	Australian raven	3,13,14,37	20
	Budgerigar “Budgie”	38,39,44,51	22
	Crocodile	5,8,17,18	18
	Eastern blue-tongue lizard	4,9,38,42,51,52	37
	Kangaroo	8,30,31,35,40,52	31
	Koala	6,16,30,31,52	24
8	Golden Wattle tree	1,10,17	12
	Australian purple flowers	9,36,42	17
9	Gnomesville	36,37	9
	Story bridge	36,38	7

displays the specific verified elements that appear most frequently within each category, detailing the episodes in which they appear, and the frequency of recognition once verified:

Table 4 illustrates “Australian Map” in the “Devices” category and “Driving” in the “Lifestyles” category as the most frequent elements, likely due to their clear visibility on screen and distinct recognition by observers. Conversely, the “Animals” category displays a diverse array of elements, whereas the “Childhood” category features only one element, consistent with the distribution of verified elements depicted in Figure 4.

Nevertheless, it is important to clarify that the frequency of identified elements is influenced by the exclusion of items present in all or most episodes. Therefore, while Table 4 identifies the most frequent elements, priority should be given to the following elements listed below, all of which appear repetitively in nearly all episodes despite their distinctiveness within Australian culture:

• Australian Shepherd dogs.
• “Mum” instead of “Mom”: notably, the reference to one’s mother as “mum” contrasts with “mom” used in the United States, where it is an abbreviation of “mommy”, while in the United Kingdom, Australia, and New Zealand, it is a term for “mummy”.
• Australian accent.
• Alexandra Palm (or Australia Aregna Palm, or Licuala Palms, among others) and Royal Poinciana (Red Flame Tree, Delonix regia) frequently featured in the opening sequences of episodes. The palm is identified in numerous ways.
• Australian tree with red flowers: Illawarra flame tree, Brachychiton, Corymbia ficifolia, commonly known as red flowering gum, Corymbas ficifolias.
• Jacarandas.
• Typical Australian house.

4. Discussion

The concept of “culture” has garnered significant attention in FL teaching, particularly when the goal is to develop learners’ cultural awareness [40]. This involves recognizing the realities of contemporary society or “modern objective criteria,” by considering the defining characteristics of a “decentralized and globalized world” [17,41]. In this context, the present study aims to propose a catalog of representative elements of Australian culture and society as depicted in Season 1 of Bluey, a children’s series known for promoting emotional intelligence, equality, and the eradication of stereotypes [42], from the point of view of EFL learners living in Spain and whose mother tongue is Spanish. Bluey also advocates for a more open and forgiving attitude, emphasizing that individuals should refrain from judging others’ actions [43]. Notably, for the purpose of this investigation, the show is esteemed for its representation of distinctively Australian cultural markers [44], which contribute to globalizing the local culture of this diverse nation. These markers, while not necessarily unique to Australia, are distinctive, such as driving on the left-hand side of the road.

In fact, the significance of using Bluey for EFL teaching lies in its authentic portrayal of Australian culture. This cultural representation can significantly enhance EFL classrooms, particularly in culturally diverse settings, by exposing learners to new perspectives, as well as fostering discussions on cultural similarities and differences, for example. This engagement supports the development of EFL learners’ intercultural competence, a key component of effective learning in a globalized context [17,33].

Based on the analysis of Bluey’s Season 1 and considering the 1223 verified elements, several categorized elements could enhance EFL teaching. This enhancement would improve not only pupils’ language skills [32] but also their cultural awareness [16]. Additionally, the analysis of all Season 1 episodes has significantly contributed to the EFL training of the pre-service teachers involved, as reported by previous research [9,10]. This training approach highlights the potential of using media in educational settings to develop both EFL proficiency and cultural understanding [45]. In this sense, Bluey stands out from other world-renowned cartoons, such as Peppa Pig, in terms of the number of cultural representations it incorporates [23].

One category of verified elements stands out in particular: Category 7, “Animals”, with 420 examples featured throughout the episodes. This leading position aligns with prior expectations, as Australia’s most notable international feature is undoubtedly its unique fauna. This category showcases an extensive variety of typically Australian animals, such as kangaroos and koalas. Following this are Category 3, “Lifestyles”; Category 2, “Devices”; and Category 6, “Sports”. The data regarding these categories align with expectations, as Australia’s most prominent international feature is likely its unique fauna and flora [46]. Furthermore, given the significant physical and cultural distance between Spain and Australia, it is logical that Categories 2 and 3 also stand out.

Concerning Category 5, “Language”, which includes features of Australian slang identified by observers as potential elements for EFL teaching, the show’s naturalistic dialogues merit recognition [43]. Notably, young characters are voiced by child actors rather than adults altering their voices. Consequently, the consonant sounds are immature, and viewers can observe the halting speech patterns typical of real children. This enhances the show’s realism, making it seem as if viewers are witnessing real-life scenes [43,47], thereby bringing a sense of reality into the classroom. Furthermore, Bluey sounds distinctly Australian, as all characters are voiced by Australians [36], adding authenticity to the show. However, it is surprising that no episode in the entire first season achieves at least 80% agreement among observers in this category. This suggests that observers may lack clear awareness of uniquely Australian language elements [48], as opposed to those from countries or nations more familiar due to geographical proximity (like the United Kingdom) or media exposure (like the United States).

The remaining categories—Category 9, or “Places”; Category 4; or “Food”; and Category 8, or “Nature”—represent the next largest group of observed elements. On one hand, both places and festivities (Category 9), as well as food and beverages (Category 4), should clearly represent Australian culture. However, similar to Category 5, no episode achieves at least 80% agreement among observers in Category 4. This may suggest a lack of knowledge about distinctively Australian food and beverages among observers or, alternatively, the influence of globalization, which leads to the widespread consumption of the same products internationally [49]. On the other hand, although “Nature” (Category 8) is not one of the most frequently observed categories in the study, many investigations highlight the depiction of Australian nature as a distinguishing feature of Bluey. According to Potter [36], Australian flora is “clearly visible in the series, including Brisbane’s distinctive red Poinciana and purple jacaranda trees” (p. 224). This emphasis on local flora enhances the show’s cultural authenticity and fosters a deeper appreciation for Australia’s unique natural heritage among viewers. Another noteworthy aspect is the significant role Bluey plays in fostering positive attitudes toward the species depicted in the series, which can impact their conservation [50]. For instance, a child character in the series, promoting empathy, protection, and co-existence with the species [50] represents the flying fox, a characteristic species of Australian wildlife. Additionally, Bluey is recognized in the literature for its portrayal of nature in general. Pre-service teachers have used Bluey for educational projects focused on nature and environmental care; for example, Fernández-Esteban [51] conducted a study where an episode depicting the preparation of a salad was used as a warm-up activity to instruct students on working in lettuce fields.

Finally, Category 1, or “Childhood”, exhibits the lowest frequency in terms of data distribution. This finding could be attributed to the globalization of education [52]. It is worth noting that the role of play in childhood is a central element in Bluey, regardless of the games’ direct connection to Australian culture [53]. The broad dimension of play may explain why this category, which includes games, was the least frequent in the sample, as these activities are portrayed in general terms rather than as distinctively Australian features. This low number of elements could be due to the globalization of education [54]. In the television series, parents serve as both playmates and authority figures, demonstrating active engagement in their children’s play activities [43]. Bluey presents an idealized vision of parenting [55], characterized by energy, enthusiasm, and commitment to the well-being of their children, including their entertainment. Moreover, the games depicted in the show are not merely recreational; they are often imbued with deeper meaning, serving as instruments for education and value instillation [43].

5. Conclusions

This study has served to recognize the potential applications of the animated series Bluey in the EFL classroom. The research involved a systematic analysis and observation of particular elements of Australian culture and society by pre-service primary education teachers. In this respect, Bluey has enabled them to identify 1223 cultural elements characteristic of Australia, whose distribution throughout Season 1 is extensive and varied. The most frequently identified category, “Animals”, highlights the paramount importance of Australian fauna. Other significant categories include “Lifestyles” and “Devices”, reflecting Australia’s distinctive characteristics. The category “Childhood” has the least agreement among observers, indicating a need to sensitize pre-service teachers more to the particularities of Australian education within the globalized realm. Despite this, Bluey introduces characters and situations that mirror the diversity and multicultural reality of Australia that were easily recognized by the observers.

As a result, including this animated series in teacher training programs prepares students to address the cultural and language diversity that may be found in modern schools, fostering inclusiveness and educational equity. Furthermore, employing Bluey as a pedagogical resource may have introduced pre-service teachers to authentic, contextualized EFL through natural dialogues and daily expressions pertinent to children’s social and school environments. Bluey can also address fundamental values and socio-emotional skills, such as empathy and problem solving, which are key to children’s holistic development. Finally, integrating these topics into EFL didactics not only contributes to pre-service teachers’ academic development but also benefits their emotional and social well-being.

All in all, the following examples of practical strategies could be considered by EFL educators as reasons to integrate Bluey into primary education classrooms:

• Cultural themes exploration: Bluey can be used to introduce Australian cultural elements, such as animals or lifestyles. In this case, they can compare these elements with the learners’ own culture to enhance intercultural competence and promote cultural awareness.
• Vocabulary and language activities: Teachers can select vocabulary from Bluey that relates to the Australian culture, such as everyday activities, and create word games or matching activities, among others, to help students learn new words while familiarizing them with cultural aspects.
• Interactive storytelling and cultural comparison: Educators can engage students in storytelling and help them connect the cultural elements of Bluey to their own experiences, all while practicing language skills.

Despite these significant findings, several limitations must be acknowledged. The lack of previous research focused on Bluey presents a limitation on comparing and contrasting results, which could offer a more enriched perspective on its use in EFL teaching and intercultural competency acquisition. Additionally, the dependence on subjective judgments by observers could influence the identification and categorization of cultural elements, despite measures taken to minimize this influence. The relatively small and homogeneous sample of observers in terms of age and gender may not accurately represent the diversity of perspectives. Finally, selecting only one season of Bluey limits the generalization of findings to the complete series and other similar content. Expanding the analysis to other seasons and animated series would help validate and enrich the results of this study.