A Sociolinguistic Perspective in the Analysis of English Textbooks: Development of a Checklist

Autor/inn/en	Atar, Cihat; Erdem, Cahit
Titel	A Sociolinguistic Perspective in the Analysis of English Textbooks: Development of a Checklist
Quelle	In: Research in Pedagogy, 10 (2020) 2, (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2217-7337
Schlagwörter	Check Lists; Pronunciation; Language Variation; Second Language Learning; Second Language Instruction; English (Second Language); Sociolinguistics; Public Schools; Evaluation Criteria; Secondary School Students; Content Analysis; Textbook Evaluation; Pronunciation Instruction; Cultural Awareness; Historic Sites; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Checkliste; Aussprache; Sprachenvielfalt; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Soziolinguistik; Public school; Öffentliche Schule; Sekundarschüler; Inhaltsanalyse; Ausspracheübung; Cultural identity; Kulturelle Identität; Historische Stätte; Ausland; Türkei
Abstract	This study aims to suggest a checklist for teachers and researchers to analyze English as a second or foreign language textbooks from a sociolinguistic perspective. In the literature there is not a checklist or framework by which English textbooks can be evaluated considering the sociolinguistics issues raised in this study. After obtaining expert opinion and a piloting on 8 textbooks used in state schools in Turkey, a checklist consisting 6 criteria was suggested. Then, the check list was applied on the 9th grade English book "ReLearn" (Karamil & Birincioglu Kaldar, 2019) used in state schools in Turkey to demonstrate how the checklist can be utilized. The findings suggest that from a sociolinguistic perspective, the book in focus occasionally conforms to the sociolinguistic concerns while it needs some qualitative improvements. Improvements in providing genuine speakers of non-native and non-standard accents of English rather than using standard accent vocalizations for the speakers that are depicted as non-natives can be a primary suggestion and at the same time, the textbook should focus on different ways of life and perspectives instead of mostly providing intercultural knowledge such as cities or historic places. Finally, the textbook should pay more attention to the linguistic ecology in Turkey and adjust its contents so as to compensate for the foreign language status of English in Turkey. Accordingly, this study contributes to the literature by providing a checklist to evaluate textbooks systematically with regard to essential sociolinguistic issues and it demonstrates the application of the checklist. (As Provided).
Anmerkungen	Preschool Teacher Training College "Mihailo Palov" and Serbian Academy of Education in Belgrade. Omladinski Trg 1, Vrsac, 26300 Serbia. Tel: +381-832517; Fax: +381-832517; Web site: http://research.rs
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01