Infusing Moral Education into English Language Teaching: An Ontogenetic Analysis of Social Values in EFL Textbooks in Hong Kong

Autor/in	Feng, William Dezheng
Titel	Infusing Moral Education into English Language Teaching: An Ontogenetic Analysis of Social Values in EFL Textbooks in Hong Kong
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 40 (2019) 4, S.458-473 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2017.1356806
Schlagwörter	Moral Development; English (Second Language); Second Language Learning; Second Language Instruction; Critical Thinking; Social Values; Textbooks; Content Analysis; Semiotics; Semantics; Elementary School Students; Secondary School Students; Teaching Methods; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Moralische Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Kritisches Denken; Sozialer Wert; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Semiotik; Semantik; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Hongkong
Abstract	This paper investigates the representation of social values and their ontogenetic development in English as a foreign language textbooks in Hong Kong. Adopting a social semiotic approach, it considers social values in textbooks as semantic categories which are constructed by complex semiotic discursive resources, and develops an explicit framework to model what values are selected and how the values are constructed. Analysis of 19 textbooks from Primary 1 to Secondary 4-6 shows that the social values change from the personal domain (e.g. good hygiene and healthy lifestyle), through the interpersonal domain (e.g. politeness and respect), to the altruistic concern for all mankind. The result also suggests that the textbooks are more concerned with the didactic education of good citizens than with cultivating children's critical thinking. The analytical framework and the findings can be used for the explicit instruction and critical analysis of social values in English language teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01