THE NEXUS OF LANGUAGE AND VALUES: A STUDY OF THE INTEGRATION OF MORAL EDUCATION IN EFL TEXTBOOKS FOR BASIC SCHOOL CURRICULUM IN KURDISTAN
Keywords:
Moral education, EFL textbook, Sunrise program, Critical pedagogy
Abstract
English textbooks serve as a crucial element in ELT programs, not only for delivering subject knowledge but also as vehicles for promoting moral and character development. The integration of moral education is globally emphasized due to its potential in enhancing learners' character, critical thinking, and problem-solving abilities alongside language proficiency attainment. In the specific context of Kurdistan, there is a dearth of research examining the potential of ELT textbooks, while the English textbooks 'Sunrise' holds a critical position as the primary source of knowledge for learners and teachers. To address this gap, this study adopts a descriptive-analytical methodology, employing content analysis drawing upon Appraisal Theory (AT), guided by a critical pedagogy perspective to explore the representation of moral education content/moral values embedded in the textbooks. Analyzing six textbooks from Primary 4-6 to Secondary 7-9, demonstrates a clear progressive approach, where personal values like a healthy lifestyle, empathy, hygiene, and happiness are initially prioritized, followed by interpersonal values such as caring, politeness, respect, and collaboration. The textbooks also highlight altruistic values related to environmental and global concerns. However, the focus leans towards cultivating good citizenship rather than fostering critical thinking skills and problem-solving ability, prioritizing student behavior over questioning societal values. Further, the study identified the highest coding frequency of four moral education themes in textbooks: Respect for Self and Others, Lack of Prejudice, Appropriate Values and Attitude, and Environment. Overall, the findings reveal that the textbooks primarily emphasize universal moral values, while offering limited representation of Kurdish moral values. This highlights the need for a more comprehensive approach to incorporate moral values in the textbooks' coverage.
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References
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Piaget, J. (1932) ‘The moral judgement of the child (translated into English 1965)’, p. 418.
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Widodo, H. P. (2018) Situating Moral and Cultural Values in ELT Materials. Available at: http://link.springer.com/10.1007/978-3-319-63677-1.
Wiyaka, Lestari, S. and Susanto, D. A. (2017) ‘Incorporating Character Values in English Class Through Mini-drama Performance’, Lensa, 7(2), pp. 179–189.
Akbari, R. (2008a) ‘Transforming lives: introducing critical pedagogy into E LT classrooms’, 62(July). doi: 10.1093/elt/ccn025.
Akbari, R. (2008b) ‘Transforming lives: Introducing critical pedagogy into ELT classrooms’, ELT Journal, 62(3), pp. 276–283. doi: 10.1093/elt/ccn025.
Alberta, A. (2005) Alberta Education Cataloguing in Publication Data The heart of the matter: character and citizenship education in Alberta schools. Available at: www.education.gov.ab.ca/charactered.
Ali Haja Mohiddeen Mohamed (2016) ‘Inculcating universal values via English language education’, Proceedings of the International Conference on Education towards Global Peace, 6(December), pp. 1–7. Available at: http://www.iium.edu.my/capeu2016/index.php/proceedings/.
Anbarasu, M. et al. (2020) ‘Assimilating value education into elt’, 7(10), pp. 4220–4228.
Arthur, J. (2014) Handbook of Moral and Character Education.
Babbie. E. (2013) Unobtrusive Research, the practice of social research: 329- 357, Harvard University: Widener Library.
Barrow (2015) Introduction to moral philosophy and moral education, Journal of Moral Education. doi: 10.1080/03057241003790553.
Chazan, B. (2022) ‘What Is “Moral Education”?’, Principles and Pedagogies in Jewish Education, (1973), pp. 23–34. Available at: https://link.springer.com/10.1007/978-3-030-83925-3_4.
Darmi, 2022z, Kamaruddin, R. Y. and Jaffar, A. Y. (2022) ‘Summary of possible universal moral values in language pedagogy: A systematic review’, Journal of Language and Linguistic Studies, 18(1), pp. 40–57. doi: 10.52462/jlls.165.
Elmiana, D. S. (2019) ‘Pedagogical representation of visual images in EFL textbooks: a multimodal perspective Pedagogical representation of visual images in EFL textbooks: a multimodal perspective Dewi Satria Elmiana’, Pedagogy, Culture & Society, 00(00), pp. 1–16. doi: 10.1080/14681366.2019.1569550.
Feng, M. B. and A. (2005) ‘Culture and language learning: teaching, research’, 44(February). doi: 10.1017/S0261444804002289.
Feng, W. D. (2019) ‘Infusing moral education into English language teaching: an ontogenetic analysis of social values in EFL textbooks in Hong Kong’, Discourse, 40(4), pp. 458–473. doi: 10.1080/01596306.2017.1356806.
Hall, G. (2010) ‘Exploring values in English Language Teaching: Teacher beliefs, reflection and practice’, The Teacher Trainer Journal, 24(2), pp. 13–16.
Ilham Agung Prasetyo, Ilham Agung Prasetyo, Didi Suherdi, Ahmad Bukhori Muslim Didi Suherdi, A. B. M. (2023) ‘CHARACTER EDUCATION IN ENGLISH LANGUAGE TEACHING (ELT): A LITERATURE REVIEW ARTICLE Ilham Agung Prasetyo , Didi Suherdi , Ahmad Bukhori Muslim Universitas Pendidikan Indonesia , Bandung , Indonesia’, 6, pp. 1020–1027.
Johnston & Buzzelli (2002) The Moral Dimensions of Teaching.
Johnston, B. (2003) Values in English Language Teaching, TESOL Quarterly. doi: 10.2307/40264321.
Juan Cristobal Garcia-Huidobro SJ (2015) ‘Introducing moral education in the heart of secondary schools’ curriculum Learning from the International Baccalaureate Theory of Knowledge course’.
Khathi, J. L., Govender, S. and Ajani, O. A. (2021) ‘Rethinking the Integration of Moral Values Education into South African Secondary School Curriculum’, 7(6), p. 2021. doi: 10.5281/zenodo.5009186.
Krippendorff, K. H. (2004) Content Analysis: An Introduction to Its Methodology.
Kumaravadivelu, B. (2006) ‘TESOL Methods: Changing Tracks’, 40(1), pp. 59–81.
L. Kohlberg (1981) ‘The Philosophy of Moral Development, vol. I. By L. Kohlberg’, British Journal of Psychology, 73(2), pp. 313–316. doi: 10.1111/j.2044-8295. 1982.tb01814. x.
Lickona, T. (2004) Character matters, how to help our children develop good judgment, integrity, and other essential virtues.
Lickona, T. (2017) ‘Eleven Principles of Effective Character Education’, (March 1996). doi: 10.1080/0305724960250110.
Lovat, T. (2017) ‘Values education as good practice pedagogy: Evidence from Australian empirical research’, Journal of Moral Education, 46(1), pp. 88–96. doi: 10.1080/03057240.2016.1268110.
Martin and P.R.R. White (2005) The Language of Evaluation.
Ministry of Education of kurdistan Region (2009) ‘Secondary Education School System’.
NCF (2005) ‘N Ational C Urriculum’, Educational Research.
Neil Hawkes (2018) ‘Values-based Education ( VbE ) Values-based Education ( VbE )’.
Norton, B. and Toohey, K. (2004) ‘Critical Pedagogies and Language Learning Edited by’.
Nucci, L. P. (2002) ‘The Development of Moral Reasoning’.
Opoku-Amankwa, K., Brew-Hammond, A. and Kofigah, F. E. (2011) ‘What is in a textbook? investigating the language and literacy learning principles of the “gateway to english” textbook series’, Pedagogy, Culture and Society, 19(2), pp. 291–310. doi: 10.1080/14681366.2011.582264.
Pennycook, A. (1994) The Cultural Politics of English as an International Language.
Pennycook, A. and Sydney, T. (2010) ‘CRITICAL AND ALTERNATIVE DIRECTIONS’, 33(2), pp. 1–16.
Pessoa, R. and F. (2012) ‘Challenges in Critical Language Teaching’, (March). doi: 10.1002/tesq.46.
Piaget, J. (1932) ‘The moral judgement of the child (translated into English 1965)’, p. 418.
Pingel, F. (2010) UNESCO Guidebook on Textbook Research and Textboo Revision.
‘Reorganizing the KRG Ministry of Education’ (2016).
Richards, J. C. and Schmidt, R. (2010) Longman LANGUAGE T E A C H I N G & A P P L I E D LINGUIsTICs. Available at: lib.gen.rus.ac.
Scott, K. (1987) ‘Missing developmental perspectives in moral education’, Theory and Research in Social Education, 15(4), pp. 257–273. doi: 10.1080/00933104.1987.10505549.
Setyono, B. and Widodo, H. P. (2019) ‘The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: a critical discourse analysis’, Intercultural Education, 30(4), pp. 383–397. doi: 10.1080/14675986.2019.1548102.
Shaaban, K. (2005a) ‘A proposed framework for incorporating moral education into the ESL/EFL classroom’, Language, Culture and Curriculum, 18(2), pp. 201–217. doi: 10.1080/07908310508668742.
Shaaban, K. (2005b) ‘A Proposed Framework for Incorporating Moral Education into the ESL / EFL Classroom’, 18(2), pp. 201–217.
Sheldon, L. E. (1988) ‘Evaluating ELT textbooks_Sheldon.pdf’, ELT Journal, 42(4), pp. 237–246. Available at: http://citeseerx.ist.psu.edu/viewdoc.
Sofi-karim, M. (2015) ‘English Language Teaching in the Kurdistan Region of Iraq’, (July). doi: 10.13140/RG.2.1.3494.2564.
Srwa H. Mustafa & Karmand A. Hamad (no date) ‘SRwa’s Article’.
Tantawy, N. (2020) ‘Questioning the Policy of Teaching “Moral Education” through English as a Foreign Language in a Private School in Dubai’, Language Teaching Research Quarterly, 16(1977), pp. 71–88. doi: 10.32038/ltrq.2020.16.05.
Thongrin, S. (2018a) ‘Integrating Moral Education into Language Education in Asia: Guidelines for Materials Writers’, pp. 153–173. doi: 10.1007/978-3-319-63677-1_9.
Thongrin, S. (2018b) ‘Integrating Moral Education into Language Education in Asia: Guidelines for Materials Writers’, English Language Education, 9, pp. 153–173. doi: 10.1007/978-3-319-63677-1_9.
Thoyyibah, N., Hartono, R. and Anggani L. Bharati, D. (2019) ‘The Implementation of Character Education in the English Teaching Learning Using 2013 Curriculum’, English Education Journal, 9(2), pp. 254–266. doi: 10.15294/eej.v9i2.30058.
Tomlinson, B. (2013) ‘Materials development for language learning and teaching State-of-the-Art Article’, (February 2012). doi: 10.1017/S0261444811000528.
UNESCO (2020) Inclusion and education: All MEANS ALL.
‘UNISCO’ (2005).
Vernez, G. et al. (2016a) Initiatives to Improve Quality of Education in the Kurdistan Region -- Iraq: Administration, School Monitoring, Private School Policies, and Teacher Training, Initiatives to Improve Quality of Education in the Kurdistan Region -- Iraq: Administration, School Monitoring, Private School Policies, and Teacher Training. doi: 10.7249/rr960.
Vernez, G. et al. (2016b) Initiatives to Improve Quality of Education in the Kurdistan Region -- Iraq: Administration, School Monitoring, Private School Policies, and Teacher Training (Kurdish-language version), Initiatives to Improve Quality of Education in the Kurdistan Region -- Iraq: Administration, School Monitoring, Private School Policies, and Teacher Training (Kurdish-language version). doi: 10.7249/rr960.2.
Vernez, G., Culbertson, S. and Constant, L. (2014) Strategic Priorities for Improving Access to Quality Education in the Kurdistan Region-Iraq, RAND Corporation. Available at: https://eric.ed.gov/?id=ED561193.
Widodo et al. (2018) Situating Moral and Cultural Values in ELT Materials.
Widodo, H. P. et al. (2018) ‘Incorporating Cultural and Moral Values into ELT Materials in the Context of Southeast Asia (SEA)’, pp. 1–14. doi: 10.1007/978-3-319-63677-1_1.
Widodo, H. P. (2018) Situating Moral and Cultural Values in ELT Materials. Available at: http://link.springer.com/10.1007/978-3-319-63677-1.
Wiyaka, Lestari, S. and Susanto, D. A. (2017) ‘Incorporating Character Values in English Class Through Mini-drama Performance’, Lensa, 7(2), pp. 179–189.
Published
2023-12-24
How to Cite
MUSTAFA, S. H., & HAMAD, K. (2023). THE NEXUS OF LANGUAGE AND VALUES: A STUDY OF THE INTEGRATION OF MORAL EDUCATION IN EFL TEXTBOOKS FOR BASIC SCHOOL CURRICULUM IN KURDISTAN. Journal of Duhok University, 26(2), 1343-1366. https://doi.org/10.26682/hjuod.2023.26.2.77
Section
Humanities and Social Sciences
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