English Language Teaching Textbooks from Nicaragua and Norway
A Comparative Analysis of the Topics presented in Secondary English Book – 8th Grade and Enter 8
DOI:
https://doi.org/10.21344/iartem.v9i2.593Keywords:
English language teaching textbooks, Textbook analysis, Themes and topics, Secondary school education, English as a Foreign Language (EFL)Abstract
Nicaragua’s first official series of textbooks for English as a foreign language (EFL) in secondary schools was made available in 2016. This article presents a comparative analysis of Secondary English Book, which is the new Nicaraguan series, and Enter, an award-winning Norwegian series for the same age group. I use content analysis to identify the main topics presented in the two textbooks. The findings indicate that, while the Norwegian textbook focuses primarily on English-speaking cultures, the Nicaraguan one limits its topics to the local (Nicaraguan) culture. The Nicaraguan book seems to aim at strengthening the learner’s sense of national pride and cultural values. The study also suggests that the two textbooks differ in the way they address the development of the students’ moral and civic values and the way they try to motivate the learners to use the target language. I use the notion of “challenging” and “authentic” topics in my discussion of these issues.
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