Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, , 229 - 242, 31.07.2020
https://doi.org/10.32601/ejal.775801

Öz

Kaynakça

  • Ait Bouzid, H (2016). Promoting values of religious tolerance through Moroccan ELT textbooks. Asian TEFL, 1(2), 89-100.
  • Ait Bouzid, H., Erguig, R., & Yeou, M. (2016). Towards a reflective textbook evaluation model. EFL Journal, 1(3), 219-233.
  • American Council on the Teaching of Foreign Languages. (1996). Standards for Foreign Language Learning: Preparing for the 21st Century. Alexandria: Author.
  • Basarir, F. (2017). Examining the Perceptions of English Instructors Regarding the Incorporation of Global Citizenship Education into ELT. International Journal of Languages’ Education and Teaching, 5(4), 409-425.
  • Byram, M. (2011). Intercultural citizenship from an internationalist perspective. Journal of the NUS Teaching Academy, 1(1), 10-20.
  • Byram, M. (2003). Teaching languages for democratic citizenship in Europe and beyond. In K, Brown, & M, Brown (Eds.). Reflections on citizenship in a multilingual world, 15-24. London: Centre for Information on Language Teaching and Research.
  • Cates, K. A. (2009). Teaching for a better world: Global issues and language education. Human Rights Education in Asian Schools, 5, 41-52.
  • Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Boston: Pearson Education Inc.
  • Cunningsworth, A. (1995). Choosing your Coursebook. Oxford: Heinemann.
  • De La Caba, M. & Atxurra, R. L. (2006). Democratic citizenship in textbooks in Spanish primary curriculum. Journal of Curriculum Studies,38(2), 205-228.
  • Diaz, L. (2016). Citizenship education and the EFL standards: A critical reflection. Profile: Issues in teachers’ professional development, 19(1), 155-168.
  • El Karfa, A. (2007). Open classroom communication and the learning of citizenship. English Teaching Forum, 4, 38-42.
  • Erfani, S. M. (2012). The rationale for introducing “global issues” in English textbook development. Theory and Practice in Language Studies, 2(11), 2412-2416.
  • Guilherme, M. (2002). Critical citizens for an intercultural world: Foreign language education as cultural politics. Clevedon: Multilingual Matters.
  • Hammani, M., Ahssen, S., & Tansaoui, L. (2007). Ticket 2 English. Casablanca: D.I.O. El Hadita.
  • Hassim, M., Blibil, M., & Rasmy, A. (2007). Gateway to English 2. Rabat: Nadia Edition.
  • Kerr, D. (1999). Citizenship education in the curriculum: an international review. The School Field, 10(3), 7-32.
  • Krippendorff, K. (2013). Content analysis: An introduction to its methodology. CA: SAGE Publications, Inc.
  • Life Skills and Citizenship Education. (2017). Reimagining life skills and citizenship education in MENA. Amman: UNICEF.
  • Litz, D. (2005). Textbook evaluation and EFL management: a South Korean case study. Asian EFL Journal, 48, 1-53.
  • Ministry of National Education. (2007). English Language Guidelines for Secondary Schools: Common Core, first year, and second year baccalaureate. Rabat: Author.
  • Najib, M., & El Haddad, E. (2007). Insights into English 2. Rabat: Al Massar Edition.
  • O’Brien, M., & Parry, L. (2002). From national identity to global citizenship: challenges for citizenship education in Australia. The International Journal of Social Education, 17(1), 31-40.
  • OXFAM. (2015). English and global citizenship. Retrieved from https://www.oxfam.org.uk/education/resources/english-and-global-citizenship
  • Pederson, P. & Cogan, J. (2002). Civics education, pedagogy, and assessment in the Pacific Rim:Six cases. The International Journal of Social Education, 17(1), 16-30.
  • UNESCO. (2015). Global citizenship education: Topics and learning objectives. Paris: Author.
  • Weninger, C. & Kiss, T. (2013). Culture in English as a Foreign Language (EFL) Textbooks: A Semiotic Approach. TESOL Quarterly, 47(4), 694-716.
  • Yakovchuk, N. (2004). Global issues and global values in foreign language education: Selection and awareness-raising. ELTED, 8, 28-47.
  • Zhu, J. (2013). Citizenship education and foreign language teaching: Deconstructing the concept of good citizenship embedded in foreign language curricula in China and America. Utah: Utah State University.

Exploring global citizenship as a cross-curricular theme in Moroccan ELT textbooks

Yıl 2020, , 229 - 242, 31.07.2020
https://doi.org/10.32601/ejal.775801

Öz

This paper examines ways in which three Moroccan ELT textbooks currently used in teaching second year Baccalaureate students in public high schools promote values of global citizenship. It also investigates the extent to which these textbooks present activities that develop learners’ sense of belonging to global and local communities and provide them with skills, knowledges and behaviors that would make them good citizens of the world. The study uses the theoretical framework of the Standards-Based Approach and UNESCO’s (2015) global citizenship learning domains. It adopts a convergent parallel mixed-methods design and uses content analysis as a data analysis method which combines both qualitative and quantitative techniques. The data are collected using a checklist that is designed based on UNESCO’s framework. The materials include three textbooks: Gateway to English 2, Insights into English 2 and Ticket to English 2. The findings demonstrate that although the three textbooks actually provide a number of activities that promote aspects of citizenship, there is still room for improving learners’ awareness of various global issues including democracy, human rights and conflict resolution. Other problems related to developing learners’ critical perspective towards global citizenship themes in reading texts, speaking, listening and writing activities and project works were identified. The study concludes with implications that inform teachers and textbook designers about the importance of empowering values of global citizenship in ways that strengthen learners’ critical thinking and problem-solving skills.

Kaynakça

  • Ait Bouzid, H (2016). Promoting values of religious tolerance through Moroccan ELT textbooks. Asian TEFL, 1(2), 89-100.
  • Ait Bouzid, H., Erguig, R., & Yeou, M. (2016). Towards a reflective textbook evaluation model. EFL Journal, 1(3), 219-233.
  • American Council on the Teaching of Foreign Languages. (1996). Standards for Foreign Language Learning: Preparing for the 21st Century. Alexandria: Author.
  • Basarir, F. (2017). Examining the Perceptions of English Instructors Regarding the Incorporation of Global Citizenship Education into ELT. International Journal of Languages’ Education and Teaching, 5(4), 409-425.
  • Byram, M. (2011). Intercultural citizenship from an internationalist perspective. Journal of the NUS Teaching Academy, 1(1), 10-20.
  • Byram, M. (2003). Teaching languages for democratic citizenship in Europe and beyond. In K, Brown, & M, Brown (Eds.). Reflections on citizenship in a multilingual world, 15-24. London: Centre for Information on Language Teaching and Research.
  • Cates, K. A. (2009). Teaching for a better world: Global issues and language education. Human Rights Education in Asian Schools, 5, 41-52.
  • Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Boston: Pearson Education Inc.
  • Cunningsworth, A. (1995). Choosing your Coursebook. Oxford: Heinemann.
  • De La Caba, M. & Atxurra, R. L. (2006). Democratic citizenship in textbooks in Spanish primary curriculum. Journal of Curriculum Studies,38(2), 205-228.
  • Diaz, L. (2016). Citizenship education and the EFL standards: A critical reflection. Profile: Issues in teachers’ professional development, 19(1), 155-168.
  • El Karfa, A. (2007). Open classroom communication and the learning of citizenship. English Teaching Forum, 4, 38-42.
  • Erfani, S. M. (2012). The rationale for introducing “global issues” in English textbook development. Theory and Practice in Language Studies, 2(11), 2412-2416.
  • Guilherme, M. (2002). Critical citizens for an intercultural world: Foreign language education as cultural politics. Clevedon: Multilingual Matters.
  • Hammani, M., Ahssen, S., & Tansaoui, L. (2007). Ticket 2 English. Casablanca: D.I.O. El Hadita.
  • Hassim, M., Blibil, M., & Rasmy, A. (2007). Gateway to English 2. Rabat: Nadia Edition.
  • Kerr, D. (1999). Citizenship education in the curriculum: an international review. The School Field, 10(3), 7-32.
  • Krippendorff, K. (2013). Content analysis: An introduction to its methodology. CA: SAGE Publications, Inc.
  • Life Skills and Citizenship Education. (2017). Reimagining life skills and citizenship education in MENA. Amman: UNICEF.
  • Litz, D. (2005). Textbook evaluation and EFL management: a South Korean case study. Asian EFL Journal, 48, 1-53.
  • Ministry of National Education. (2007). English Language Guidelines for Secondary Schools: Common Core, first year, and second year baccalaureate. Rabat: Author.
  • Najib, M., & El Haddad, E. (2007). Insights into English 2. Rabat: Al Massar Edition.
  • O’Brien, M., & Parry, L. (2002). From national identity to global citizenship: challenges for citizenship education in Australia. The International Journal of Social Education, 17(1), 31-40.
  • OXFAM. (2015). English and global citizenship. Retrieved from https://www.oxfam.org.uk/education/resources/english-and-global-citizenship
  • Pederson, P. & Cogan, J. (2002). Civics education, pedagogy, and assessment in the Pacific Rim:Six cases. The International Journal of Social Education, 17(1), 16-30.
  • UNESCO. (2015). Global citizenship education: Topics and learning objectives. Paris: Author.
  • Weninger, C. & Kiss, T. (2013). Culture in English as a Foreign Language (EFL) Textbooks: A Semiotic Approach. TESOL Quarterly, 47(4), 694-716.
  • Yakovchuk, N. (2004). Global issues and global values in foreign language education: Selection and awareness-raising. ELTED, 8, 28-47.
  • Zhu, J. (2013). Citizenship education and foreign language teaching: Deconstructing the concept of good citizenship embedded in foreign language curricula in China and America. Utah: Utah State University.
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Articles
Yazarlar

Hassan Ait-bouzid Bu kişi benim 0000-0002-3072-1373

Yayımlanma Tarihi 31 Temmuz 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Ait-bouzid, H. (2020). Exploring global citizenship as a cross-curricular theme in Moroccan ELT textbooks. Eurasian Journal of Applied Linguistics, 6(2), 229-242. https://doi.org/10.32601/ejal.775801