Neoliberalism in ELT textbooks: an analysis of locally developed and imported textbooks used in Malaysia

Daghigh, Ali Jalalian; Rahim, Hajar Abdul

doi:10.1080/14681366.2020.1755888

Cited by 27 publications

(13 citation statements)

References 67 publications

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“…In this study, a thematic analysis approach was used to analyze the data, drawing on the works of Flick (2014) and Daghigh and Rahim (2021). The analysis process started with the researchers familiarizing themselves with the data by transcribing the interviews, which had been conducted in English as all the participants were English lecturers with ELT qualifications.…”

Section: Methodsmentioning

confidence: 99%

The Reconstruction of Blended Learning Teaching Model for Full Online Learning System: A Study on English Education Department in Islamic Universities in Indonesia

Hakim

Serasi

Revola

et al. 2023

IJLTER

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The aim of this research was to construct a teaching model that was intended as a standardization and benchmark for lecturers in the online class teaching and learning process during the COVID-19 pandemic in the English Education Department of Islamic religious universities in Indonesia. This problem was identified from the results of pre-observation research which indicated that in Indonesian Islamic religious university institutions, especially in the English Language Education study program, there was not yet clear standardization for conducting full online learning. The product of this research study is in the form of a teaching model developed using the ASSURE method that consists of analyzing the participants’ needs, stating the objectives, selecting appropriate strategies, utilizing a technological approach, requiring learners' participation, and evaluating the final product of this study. In developing this research product, the researchers also conducted a validation process with experts in the field of English teaching strategies. The validation is related to the teaching model, model design, and contextualization. The product of this research has been revised and improved based on the advice from the experts. Furthermore, at the stage of requiring students’ participation, the product also underwent trials involving 10 lecturers and 100 students from five different English Education Departments. The results obtained from the trial process were also used by the researchers for perfecting the model so that the teaching model based on blended learning would be an appropriate educational tool to be used in teaching and learning during online learning in the English Education Departments of Islamic religious universities in the future.

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Section: Methodsmentioning

confidence: 99%

The Reconstruction of Blended Learning Teaching Model for Full Online Learning System: A Study on English Education Department in Islamic Universities in Indonesia

Hakim

Serasi

Revola

et al. 2023

IJLTER

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“…For example, in order to be in line with international standards, the Malaysian Ministry of Education has replaced local textbooks with imported textbooks. However, the study found that the neoliberal values in imported textbooks exceed those in local textbooks (Daghigh & Rahim, 2021), and the cross-cultural content and cultural spectrum in locally published textbooks are broader and more in line with the goal of cross-cultural competence (Rahim & Daghigh, 2020). It can be seen that looking at the diversity of cultures in English textbooks from a single or even opposing perspective can no longer meet the value and status of English as a world lingua franca, nor is it conducive to cultivating 21st century talents with both national identity and global awareness.…”

Section: Literature Reviewmentioning

confidence: 99%

“…From the point of view of research methods, the common methods used to analyze the cultural content of textbooks mainly involve three main fields: first, some studies used the critical discourse analysis (Daghigh & Rahim, 2021) and the corpus approach (Brown, 2022; Liu et al, 2022); the second is thematic analysis of textbooks with cultural theory or intercultural communication theory (Baleghizadeh & Amiri Shayesteh, 2020; Daghigh & Rahim, 2021; Rahim & Daghigh, 2020; Shin et al, 2011; third, there are still some studies used sociological approaches such as semiotics and ethnography (Kaliska, 2022; Weninger & Kiss, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

A Study on the Representation of Global Competence in English Textbooks for Higher Vocational Education in China

Ping

Wang

2023

Sage Open

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This study aims to analyze the representation of global competence in English textbooks for higher vocational education in China. A two-dimensional textbook theoretical framework based on global competence was developed, including four indicators of global competence (vertical) and 3 dimensions of textbook content (horizontal). Through a combination of qualitative and quantitative content analysis, we analyzed the representation of global competence in a set of Chinese higher vocational English textbooks (D version textbooks) in terms of content level, rendering location, and representation form. The results showed that the D version textbooks covered all of global competence indicators, among which the indicator of knowledge and understanding of global competence is the most and the attitudes and values is the least. The 16 sub-indicators of global competence presented differently in content levels, implicitly in the rendering location, and with “reading comprehension,”“oral communication” and “integrated application” as the main representation forms. This theoretical framework is an extension of global competence theory in textbook study and is also a useful tool for content analysis on non-linguistic knowledge of English textbooks.

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“…The inner circle studies conducted in Canada indicate that ESL textbooks should provide students with an awareness of Canadian cultural dynamics and help them become more effective communicators (Gulliver, 2010;Ilieva, 2000). Meanwhile, outer circle studies conducted in countries (e.g., Singapore, Pakistan, the Philippines, and Malaysia) suggest that authors from first and anglophone cultures should collaborate to create culturally inclusive English textbooks to promote the interchange of cross-cultural ideas for ESL learners (Ahmed & Narcy-combes, 2011;Alcoberes, 2016;Jalalian Daghigh & Abdul Rahim, 2021). Other studies conducted in expanding circle contexts (e.g., Korea, Taiwan, Vietnam, Iran, Japan, Israel, and Indonesia) indicate that English textbooks should not be limited to countries from the inner circle but also integrate multicultural content from both outer and expanding circle countries (Awayed-Bishara, 2015;Davidson & Liu, 2020;Dinh & Sharifian, 2017;McConachy, 2018;Safira Riadini & Yudi Cahyono, 2021;Setyono & Widodo, 2019;Song, 2013;Su, 2016;Tajeddin & Teimournezhad, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Representation of Multicultural Content Provided by “World-Class Franchise” English Course Textbook Used in Indonesia: A Critical Discourse Analysis Study

Alawlaqi,

Dihliza Basya

2023

IJLLS

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Multicultural values in English as a Foreign Language (EFL) textbooks have attracted many researchers, academics, and educators in many studies around the world. However, there is limited literature examining the representation of multicultural content in English course textbooks used in Indonesia, specifically EFL course textbooks from world-class franchise programs. Therefore, this study employs Critical Discourse Analysis (CDA) to examine the impartiality of cultural content representation provided by the EFL course textbook regarding different cultures and ethnic groups. This study provided Halliday’s systemic functional analysis to examine verbal data. While Kress and Van Leeuwen’s visual grammar theory was employed to comprehend, analyze, and explore visual representations from selected EFL course textbooks. This study reveals the EFL course textbook does not reflect the diversity of cultures in Indonesia, as it mainly focuses on the perspectives and traditions of Western and European countries. This creates an unfair and distorted representation of other cultures, especially those from Asia, Africa, and the Middle East, whose values and beliefs are not adequately considered or respected within the EFL course textbook. The implications of this study suggest that the inclusion of cultural sensitivity within EFL course textbooks is crucial in fostering cultural awareness, promoting respect among EFL learners, and creating a more equitable and inclusive learning environment.

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Neoliberalism in ELT textbooks: an analysis of locally developed and imported textbooks used in Malaysia

Cited by 27 publications

References 67 publications

The Reconstruction of Blended Learning Teaching Model for Full Online Learning System: A Study on English Education Department in Islamic Universities in Indonesia

The Reconstruction of Blended Learning Teaching Model for Full Online Learning System: A Study on English Education Department in Islamic Universities in Indonesia

A Study on the Representation of Global Competence in English Textbooks for Higher Vocational Education in China

The Representation of Multicultural Content Provided by “World-Class Franchise” English Course Textbook Used in Indonesia: A Critical Discourse Analysis Study

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