Have a personal or library account? Click to login
Ideological and Hegemonic Practices in Global and Local EFL Textbooks Written for Turks and Persians Cover

Ideological and Hegemonic Practices in Global and Local EFL Textbooks Written for Turks and Persians

Open Access
|Dec 2019

References

  1. Abdullah, N. (2009). Cultural Elements in a Malaysian English Language Textbook. Retrieved from http://ddms.usim.edu.my/handle/123456789/713
  2. Apple, M., & Christian-Smith, L. (Eds.). (2017). The politics of the textbook. New York: Routledge.
  3. Asghar, J. (2014). Thou shalt not think: Editors’ voice in an English textbook to propagate vested agendas. Education Research International, 1-8.
  4. Bajtoš, J., & Kmecová, I. (2013). Analysis evaluating the results from the research of textbooks’ didactic efficiency in technical education. Acta Technologica Dubnicae, 3(1), 60-72. https://doi.org/10.1515/atd-2015-0027
  5. Ballena, M. K. R., & Shim, Y. S. (2018). Representation of social struggles in Korean and Philippine ELT textbooks. 사회언어학, 26(1), 201-228.
  6. Canale, G. (2016). (Re)Searching culture in foreign language textbooks, or the politics of hide and seek. Language, Culture and Curriculum, 29(2), 225-243.
  7. Cortez, N. A. (2008). Am I in the book? Imagined communities and language ideologies of English in a global EFL textbook. Retrieved from https://search.proquest.com/docview/304684502?accountid=165093
  8. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Heinemann.
  9. Curdt-Christiansen, X. L., & Weninger, C. (Eds.). (2015). Language, ideology and education: The politics of textbooks in language education. New York: Routledge.
  10. Darder, A. (2014). Cultural hegemony, language, and the politics of forgetting: Interrogating restrictive language policies. In Affirming Language Diversity in Schools and Society, New York: Routledge.
  11. Fairclough, N. (2013). Critical discourse analysis: The critical study of language. London: Routledge.
  12. Fotopoulos, N., Karra, V., & Zagkos, C. (2017). Education, ideology and social effigies: Exploring facets from the English course books of the Greek state primary education. International Journal of Education, 9(3), 48-59.
  13. Freire, P. (2000). Pedagogy of the oppressed (Trans. M. Bergman Ramos). New York: Continuum.
  14. Garcia, M. D. C. M. (2005). International and intercultural issues in English teaching textbooks: The case of Spain. Intercultural Education, 16(1), 57-68.
  15. Gómez-Rodríguez, L. F. (2015). The cultural content in EFL textbooks and what teachers need to do about it. Profile Issues in Teachers Professional Development, 17(2), 167-187.
  16. Gramsci, A. (1971). Selections from the Prison Notebooks of Antonio Gramsci. New York: International Publishers.
  17. Gray, J. (2000). The ELT coursebook as cultural artefact: How teachers censor and adapt. ELT Journal, 54(3), 274-283.
  18. Gray, J. (2016). ELT materials: Claims, critiques and controversies. In The Routledge Handbook of English Language Teaching. New York: Routledge.
  19. Giroux, H. A. (1985). Teachers as transformative intellectuals. Social Education, 49(5), 376-79
  20. Giroux, H. (2018a). Pedagogy and the politics of hope: Theory, culture, and schooling: A critical reader. New York: Routledge.
  21. Giroux, H. A. (2018b). The New Henry Giroux Reader: The Role of the Public Intellectual in a Time of Tyranny. USA: Stylus Publishing, LLC.
  22. Gugová, G. R., & Heretik, A. (2011). Gender differences in attachment styles using Slovak version of the Experiences in Close Relationships–Revised (ECR-R). Acta Technologica Dubnicae, 1(2), 29-36. https://doi.org/10.1515/atd-2015-0043
  23. Hahl, K., Niemi, P. M., & Longfor, R. J. (Eds.). (2015). Diversities and interculturality in textbooks: Finland as an example. The UK: Cambridge Scholars Publishing.
  24. Hamiloğlu, K., & Mendi, B. (2010). A content analysis related to the cross-cultural/intercultural elements used in EFL coursebooks. Sino-US English Teaching, 7(1), 16-24.
  25. Han, C. (2015). How to do critical discourse analysis: A multimodal introduction. Australian Journal of Linguistics, 35(4), 415-418.
  26. Heywood, A. (2017). Political ideologies: An introduction. The UK: Palgrave Macmillan.
  27. Hinkel, E. (2014). Culture and pragmatics in language teaching and learning. Teaching English as a second or foreign language, 4, 394-408.
  28. Horvat, A., & Nilsson, K. (2018). An Analysis of Swedish EFL Textbooks-Reflections on Cultural Content and English as an International Language. Malmö University Electronic Publishing 1(40). Retrieved from http://muep.mau.se/handle/2043/24908
  29. Hurst, N. R. (2012). The Hidden Curriculum: issues and angst about cultural content in ELT materials. Retrieved from http://web.letras.up.pt/nrhurst/Hidden%20Curriculum%20Article%20-%20Valladolid.pdf
  30. James, P., & Steger, M. B. (Eds.). (2010). Globalization and culture: ideologies of globalism. The UK: Sage.
  31. Johnstone, B. (2018). Discourse analysis. The USA: John Wiley & Sons.
  32. Kachru, B. B. (1990). World Englishes and applied linguistics. World Englishes, 9(1), 3-20.
  33. Kmecová, I. (2018). Efficiency of Teaching Based on the Comparison of Textbooks. Acta Educationis Generalis, 8(1), 50-62. https://doi.org/10.2478/atd-2018-0003
  34. Kramsch, C. (2014). Identity, role and voice in cross-cultural (mis) communication. In Misunderstanding in social life. NewYork: Routledge.
  35. Lara, C. (2012). ELT coursebooks and the elite. TESOL-Spain Convention, 35, 1-20.
  36. Lee, I. (2009). Situated globalization and racism: An analysis of Korean high school EFL textbooks language and literacy. English Teaching: Practice and Critique, 11(1), 1-14.
  37. Lee, I. (2011). Teaching how to discriminate: Globalization, prejudice, and textbooks. Teacher Education Quarterly, 38(1), 47-63.
  38. Lee, D. (2017). Competing discourses: Perspective and ideology in language. Routledge.
  39. Liu, Y. (2005). Discourse, cultural knowledge and ideology: A critical analysis of Chinese language textbooks. Pedagogy, Culture & Society, 13(2), 233-264.
  40. Mahadi, M. A., & Shahrill, M. (2014). In pursuit of teachers’ views on the use of textbooks in their classroom practice. International Journal of Education, 6(2), 149.
  41. May, S. (2015). The problem with English(es) and linguistic (in)justice. Addressing the limits of liberal egalitarian accounts of language. Critical Review of International Political and Social Philosophy, 18(2), 131-148.
  42. McKay, S. L. (2003). The cultural basis of teaching English as an international language. TESOL Matters, 13(4), 1–6.
  43. Melliti, M. (2013). Global content in global coursebooks: The way issues of inappropriacy, inclusivity, and connectedness are treated in Headway Intermediate. Sage Open, 3(4), 1-12.
  44. Nault, D. (2006). Going global: Rethinking culture teaching in ELT contexts. Language, Culture and Curriculum, 19(3), 314-328.
  45. Nowosad, I., & Karmolińska-Jagodzik, E. (2014). Contemporary Education - Changes of the System, Research Reports and the Dimensions of Real Social Expectations. Acta Technologica Dubnicae, 4(2), 43-59. https://doi.org/10.1515/atd-2015-0005
  46. Ordem, E. (2017). Participatory Approach in EFL Classes. Electronic Turkish Studies, 12(3), 505-516.
  47. Ordem, E., & Yükselir, C. (2017). Views of Turkish EFL instructors on critical pedagogy. Electronic Turkish Studies, 12(14), 285-294.
  48. Osaďan, R., & Safir, Y. (2014). A Cross-Cultural Examination of Curriculum and Sexuality Outcomes in Primary School. Acta Technologica Dubnicae, 4(2), 67-72. https://doi.org/10.1515/atd-2015-0007
  49. Pennycook, A. (2007). The myth of English as an international language. Disinventing and reconstituting languages (pp. 90-115). Clevedon: Multilingual Matters LTD.
  50. Pennycook, A. (2003). Beyond Homogeny and Heterogeny: English as a Global and Wordly Language. In The Politics of English as a world language: new horizons in postcolonial cultural studies. New York: Editions Rodopi.
  51. Phillipson, R. (2017). Myths and realities of ‘global’ English. Language Policy, 16(3), 313-331.
  52. Polit, D. F., & Beck, C. T. (2006). The content validity index: are you sure you know what’s being reported? Critique and recommendations. Research in nursing & health, 29(5), 489-497.
  53. Roshan, S. (2014). A critical comparative evaluation of English course books in EFL context. Journal of Studies in Education, 4(1), 172-179.
  54. Safari, P., & Razmjoo, S. A. (2016). An exploration of Iranian EFL teachers’ perceptions on the globalization and hegemony of English. Qualitative Research in Education, 5(2), 136-166.
  55. Shah, S. K., Tariq, W., & Bilal, M. (2013). Ideology in English textbooks: A case study of matric level books in Punjab. Research on Humanities and Social Sciences, 3(11), 113-120.
  56. Stern, H. H. (1983). Fundamental concepts of language teaching: Historical and interdisciplinary perspectives on applied linguistic research. Oxford: Oxford University Press.
  57. Stoddart, M. C. (2007). Ideology, hegemony, discourse: A critical review of theories of knowledge and power. Social Thought & Research, 191-225.
  58. Tajeddin, Z., & Teimournezhad, S. (2015). Exploring the hidden agenda in the representation of culture in international and localised ELT textbooks. The Language Learning Journal, 43(2), 180-193.
  59. Tollefson, J. W. (1995). Introduction: Language policy, power, and inequality. Power and inequality in language education (pp. 1-8).
  60. Tomlinson, B. (2012). Materials development for language learning and teaching. Language teaching, 45(2), 143-179.
  61. Van Dijk, T. A. (2004). Racism, discourse and textbooks. In The coverage of immigration in Spanish textbooks. Retrieved from http://www.discursos.org/unpublished%20articles/Racism,%20discourse,%20textbooks.htm
  62. Van Dijk, T. A. (2015). Critical discourse studies: A sociocognitive approach. Methods of Critical Discourse Studies (pp. 63-74).
  63. Wachholz, S., & Mullaly, B. (2001). The politics of the textbook: A content analysis of the coverage and treatment of feminist, radical and anti-racist social work scholarship in American introductory social work textbooks published between 1988 and 1997. Journal of Progressive Human Services, 11(2), 51-76.
  64. White, A. (2014). Evaluation of an ELT course book based on criteria designed by McDonough and Shaw. Retrieved from http://www.birmingham.ac.uk/Documents/college
  65. Williamson, O. (2000). “The New Institutional Economics: Taking Stock, Looking Ahead”. Journal of Economic Literature, 38(3), 595-613.
Language: English
Page range: 66 - 88
Submitted on: Jul 4, 2019
Accepted on: Aug 30, 2019
Published on: Dec 21, 2019
Published by: DTI University
In partnership with: Paradigm Publishing Services
Publication frequency: 3 issues per year

© 2019 Ömer Gökhan Ulum, Dinçay Köksal, published by DTI University
This work is licensed under the Creative Commons Attribution 4.0 License.