Global Issues in a Series of EFL Textbooks and Implications for End-Users to Promote Peace Education through Teaching English

Autor/inn/en	Akbana, Yunus Emre; Yavuz, Aysun
Titel	Global Issues in a Series of EFL Textbooks and Implications for End-Users to Promote Peace Education through Teaching English
Quelle	In: Journal of Peace Education, 19 (2022) 3, S.373-396 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akbana, Yunus Emre) ORCID (Yavuz, Aysun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-0201
DOI	10.1080/17400201.2022.2140403
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; College Preparation; Peace; Teaching Methods; Foreign Countries; Language Teachers; Check Lists; Global Approach; Language Variation; Textbooks; Cultural Awareness; Content Analysis; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Frieden; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Language teacher; Sprachunterricht; Checkliste; Globales Denken; Sprachenvielfalt; Textbook; Text book; Schulbuch; Lehrbuch; Cultural identity; Kulturelle Identität; Inhaltsanalyse; Türkei
Abstract	English has long been accepted as "lingua franca" (ELF) to share values, beliefs and opinions. ELF can be interrelated with the paradigms of Global Englishes Language Teaching (GELT), English as an International Language (EIL) and English as Medium of Instruction (EMI). Textbooks should present content covering global issues (GIs), leading to a better understanding of the spread of English and its connection with globalization where peace education (PE) should be built on. English-as-a-foreign-language (EFL) teachers usually feel under pressure to follow textbooks in English prep-programs in Turkey. Therefore, the extent that EFL textbooks offer GIs is crucial for developing learners' understanding of PE beyond national boundaries. Although relevant literature has well documented the place of GIs in language teaching and paucity of research on PE in language education, EFL textbooks have remained under-researched. For this reason, a comprehensive checklist of GIs was used to examine a five-level series of coursebooks (A1-C1). Data analysis showed that three lower-level coursebooks employed less GIs than those with higher-levels. Issues ranged from environment to health, whilst specific content for PE appeared moderately. Several implications are made for a meaningful match of GIs and GELT, EIL, EMI and EFL teaching with Language of Peace Approach. [This paper was presented as an oral presentation in the 11th International ELT Research Conference with the theme of Localising Global Issues in ELT in Çanakkale between 03 and 5 September 2020 by the authors.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01