The degree of inclusion of global standards in ninth-grade English language textbook
DOI:
https://doi.org/10.35875/t028hk93Keywords:
ACTFL, English language textbooks, English Language, primary stage, The international standards, The ninth grade, The validityAbstract
Background & Statement of the problem: The impetus for the current study arises from the premise that all languages should leverage language-teaching standards in curriculum development, with particular emphasis on English as a second language. There is a concern that English language curricula may not have fully integrated these standards. Therefore, it is imperative to analyze the content of English language courses in accordance with international standards for language instruction.
Objectives: This study aims to determine the extent to which international standards are incorporated into ninth-grade English language textbooks (the student book) in Jordan.
Methods: To achieve the study’s objective, a content analysis card was developed, encompassing international standards for teaching the four English language skills: listening, speaking, reading, and writing. The content analysis card included 31 indicators distributed across the four skill levels as follows: listening with 168 indicators, speaking with 11 indicators, reading with 6 indicators, and writing with 6 indicators.
Results: The study revealed that the listening skill exhibited the highest frequency of alignment with international standards, reaching 168 instances. This was followed by the reading skill with 75 instances, the writing skill with 67 instances, and the speaking skill, which had a comparable frequency of 66 instances.
Conclusions (Recommendations and contributions): Based on these findings, the study recommended the necessity of incorporating international standards more thoroughly into listening texts and writing exercises.
