The Effects of an Efl Textbook on Learners’ Identity Construction

Abstract

<p>It has been generally accepted that language learning, to some extent, affects identity construction and such a complex relationship has generated a considerable amount of research papers and literature. Few studies, however, have looked into and discussed how teaching media (e.g., language textbooks) contributes to learners’ identity construction particularly in the context of Indonesia. This study attempts to address this gap by analyzing an EFL textbook and then, grafting on several theoretical frameworks, discussing its contribution to the formation of learners’ identity. Its pedagogical implications are also discussed.</p>

National identity in the textbooks of English as a foreign language

“…Moreover, wrong information was registered considering Serbian national characteristics. Thus, only global identity is being nurtured, which was pointed out in the previous research (Lee, 2009;Priyanti, 2019). The obtained results are in favor of the idea that English language textbooks promote universal values, like mutual respect, understanding, empathy, and openness towards diversity (Köroğlu & Elban, 2020), in order to significantly support the development of students` national identity.…”

“…Deriving from the thesis that foreign language teaching is recognized as a suitable context for introducing national symbols of different countries, but also the learners' own country and identity (Köroğlu & Elban, 2020;McVeigh, 2004;Priyanti, 2019;Turnbull, 2017), in this paper, the analyses of the textbooks used in teaching English as a foreign language in lower primary schools in Serbia from the perspective of their contribution to development and empowerment of national identity was conducted, from the theoretic and empiric aspect. Language teaching includes introducing and learning various cultural values in certain sociolinguistic, cultural, and ideological dimensions, and by its nature, textbooks in foreign languages are ideologically conceived due to their promotion of dominant culture and values (Wang, 2016).…”

Representations of National Identity in the Methodological Apparatus/Structure of Science & Social Studies Textbooks in the LowerGrades of Primary School /Nacionalni identitet u metodičkom instrumentariju udžbenika iz prirode i društva u nižim razredima osnovne škole

“…A significant number of studies was focused on the analysis of the curriculum framework of both compulsory and elective subjects as a resource in shaping students' national identity, especially history curricula (Ahonen, 2001;Baranović, 1999;Bušljeta, 2010;Joebagio et al, 2019;Kello, 2016;Low-Beer, 2003;Syed, 2013;Tormey, 2006;Qazi & Shah, 2019) and English as foreign language (Köroğlu & Elban, 2020;Lee, 2009;Priyanti, 2019). Greaney (2006) examined the role of textbooks in promoting cohesive and tolerant societies, nationalism, religious or historical bias, concluding that the analyzed textbooks differ significantly in terms of promoting cohesive societies, tolerance and peace.…”

Patterns of Cultural Identity Included in History Textbooks in Jordan

“…The study sample consisted of all the lessons included in the history textbooks used in Jordanian schools during the academic year 2019-2020, and were published in 2018-2019 shows the distribution of these textbooks according to grade, number of lessons, and pages.…”

“…Because history curricula and textbooks play an important role in protecting and promoting the cultural identity of learners, these curricula and textbooks need constant and continuous follow-up to ensure that they continue to play this vital role. Accordingly, studying cultural identity through school curricula is an important issue, because it provides the necessary information about the dynamics of identity, which may need to be reformed from time to time (Wang, 2016;Priyanti, 2019). In addition, this may help researchers to understand changes to identity resulting from different societal conditions.…”