Critical Agency and Glocal Subjectivity in ELT Material Development: An Analysis of English Language Textbook of Bangladesh

Abstract

This paper explores 'glocal subjectivity' in an English language textbook produced by National Curriculum and Textbook Board of Bangladesh for Grades XI-XII. In the era of globalization (Mukherjee & Krieckhaus 2011), glocal subjectivity, i.e. creation of self that appreciates the ingredients of both global and local spaces (Gutierrez 2013) is relevant for material development in ELT, as it carries implications for critical agency (Richmond 2011). In post-colonial countries, critical agency allows non-native textbook writers to exercise freedom in selecting themes and designing language learning activities which may be used in the classrooms to develop critical minds (Pineda-Báez 2004). Through qualitative content analysis (Julien 2008), this research examines how the non-native material writers in Bangladesh exerted critical agency to construct glocal subjectivity in the English textbook. Findings reveal that textbook writers constructed glocal subjectivity by selecting appropriate topics. Nevertheless, the textbook contains the following limitations: pedagogically unsound language learning activities, low aesthetic quality, misrepresentation of Bangladesh, and post-colonial ambivalence. Based on the findings, this paper suggests that textbook writers in the post-colonial countries need to be aware of the issue of representation and make use of the wisdom of Applied Linguistics to produce politically correct and pedagogically effective English language textbook.

Exploring the Subjectivity of English Academic Discourse in the Context of Big Data

“…Wilson, T. A. conducts research in the field of English writing in a microcosmic form to counteract contemporary feelings of alienation through the creation of a personalized subjectivity in English that informs teachers how to operationalize the practice in the classroom [15]. Khan, H. R. focuses on subjectivity and nonsubjectivity in English language textbooks in Bangladeshi countries and argues for the critical role of localized subjectivity in cognitive English language textbooks by selecting appropriate themes to construct localized inertia in English language textbooks [16].…”

Proposed Framework for enhancing Intercultural Communicative Competence in Bangladeshi ELT textbooks

“…The ultimate goal of learning English here is to become a proficient language user who can engage and communicate with individuals from diverse cultural backgrounds in a suitable and successful manner, rather than to become a native-like speaker. Content analysis of Bangladeshi ELT textbooks, however, reveals that target language culture is heavily emphasized, which goes against ICC (Khan & Rahaman, 2019;Jahan, 2012;Kabir, 2014;Siddique, 2011). Therefore, an ideal ELT textbook includes gender equality, racial variety, and ethnic groupings in order to foster international learning.…”

Application of English Textbook for Teaching of Integrated Language Skills Through Classroom Activities: A Survey on English Teachers

“…Baig et al (2021) suggested that the ISL development through English textbooks emphasized more on integrated classroom activities in the second language acquisition process. Khan and Rahaman (2019) noted in the literature that English textbook writers in the postcolonial countries should facilitate learners to represent themselves while keeping the insight of Practical Linguistics to execute politically correct and pedagogically fruitful English textbook through different activities for bi-lingual students. Few researches have addressed the dilemma about how to develop ILS through English textbook in a language classroom with the aid of 52 different classroom activities used by male and female English teachers differently (Akmal et al, 2020;Hilma et al, 2021;Pirzad & Abadikhah, 2022).…”