Global issues in a series of EFL textbooks and implications for end-users to promote peace education through teaching English

Basit Öğe Kaydı
dc.authoridAKBANA, Yunus Emre/0000-0002-5707-3564
dc.contributor.authorAkbana, Yunus Emre
dc.contributor.authorYavuz, Aysun
dc.date.accessioned2025-01-27T20:41:22Z
dc.date.available2025-01-27T20:41:22Z
dc.date.issued2022
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractEnglish has long been accepted as lingua franca (ELF) to share values, beliefs and opinions. ELF can be interrelated with the paradigms of Global Englishes Language Teaching (GELT), English as an International Language (EIL) and English as Medium of Instruction (EMI). Textbooks should present content covering global issues (GIs), leading to a better understanding of the spread of English and its connection with globalization where peace education (PE) should be built on. English-as-a-foreign-language (EFL) teachers usually feel under pressure to follow textbooks in English prep-programs in Turkey. Therefore, the extent that EFL textbooks offer GIs is crucial for developing learners' understanding of PE beyond national boundaries. Although relevant literature has well documented the place of GIs in language teaching and paucity of research on PE in language education, EFL textbooks have remained under-researched. For this reason, a comprehensive checklist of GIs was used to examine a five-level series of coursebooks (A1-C1). Data analysis showed that three lower-level coursebooks employed less GIs than those with higher-levels. Issues ranged from environment to health, whilst specific content for PE appeared moderately. Several implications are made for a meaningful match of GIs and GELT, EIL, EMI and EFL teaching with Language of Peace Approach.
dc.identifier.doi10.1080/17400201.2022.2140403
dc.identifier.endpage396
dc.identifier.issn1740-0201
dc.identifier.issn1740-021X
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85141419959
dc.identifier.scopusqualityQ2
dc.identifier.startpage373
dc.identifier.urihttps://doi.org/10.1080/17400201.2022.2140403
dc.identifier.urihttps://hdl.handle.net/20.500.12428/24122
dc.identifier.volume19
dc.identifier.wosWOS:000878033700001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofJournal of Peace Education
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20250125
dc.subjectEnglish as a foreign language
dc.subjectEnglish prep-program
dc.subjectlanguage of peace approach
dc.subjectglobal issues
dc.subjectpeace education
dc.subjecttextbook analysis
dc.titleGlobal issues in a series of EFL textbooks and implications for end-users to promote peace education through teaching English
dc.typeArticle

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