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Poetry, Ideology and Heteroglossic Realities in Language Textbooks

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Title: Poetry, Ideology and Heteroglossic Realities in Language Textbooks
Language: English
Authors: Waqar Ali Shah (ORCID 0000-0003-0651-8882), Sumera Umrani, Asadullah Lashari
Source: Language, Culture and Curriculum. 2024 37(3):343-362.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Poetry, Language Attitudes, Second Language Learning, Second Language Instruction, English (Second Language), Textbooks, Self Concept, Learning Processes, Nationalism, Gender Bias, Ideology, Religious Factors, Ethics, Dialects, Discourse Analysis, Language Usage, Content Analysis, Foreign Countries, Elementary Secondary Education
Geographic Terms: Pakistan
DOI: 10.1080/07908318.2024.2342899
ISSN: 0790-8318
1747-7573
Abstract: Using literature, more specifically poetry in English as F/L2 has grown over time. However, scholars disagree as to whether it makes any difference to language learning or what functions it serves. The purpose of this study is to examine what discourses poetry embodies, what identities it shapes, and whether it can confront dominant ideologies in English language textbooks in Pakistan. Based on Fairclough's dialectical-relational approach and Bakhtin's ideas on dialogism and heteroglossia, we analysed 12 Pakistani English language textbooks. Findings suggest poetry texts embody a variety of ideological themes, including linguistic sexism, nationalistic sentiments, and religious and spiritual ethos. These discourses tend to shape learners' identities. In addition, we also found references to poems that offer learners alternative perspectives and ways of being. In certain poems, for instance, curiosity, questioning, struggle, and recognising truth as a multifaceted entity are evident, allowing spaces for heteroglossia. Using these insights, teachers, curriculum developers and textbook writers will be able to better reflect on their pedagogical approaches and content embedded in textbooks to ensure justice, equality, and inclusion for students from a variety of socioeconomic, ethnic, and religious backgrounds.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1437992
Database: ERIC
FullText Text:
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  Data: Poetry, Ideology and Heteroglossic Realities in Language Textbooks
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  Data: <searchLink fieldCode="AR" term="%22Waqar+Ali+Shah%22">Waqar Ali Shah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0651-8882">0000-0003-0651-8882</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sumera+Umrani%22">Sumera Umrani</searchLink><br /><searchLink fieldCode="AR" term="%22Asadullah+Lashari%22">Asadullah Lashari</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language%2C+Culture+and+Curriculum%22"><i>Language, Culture and Curriculum</i></searchLink>. 2024 37(3):343-362.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 20
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink>
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  Data: 10.1080/07908318.2024.2342899
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  Data: 0790-8318<br />1747-7573
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Using literature, more specifically poetry in English as F/L2 has grown over time. However, scholars disagree as to whether it makes any difference to language learning or what functions it serves. The purpose of this study is to examine what discourses poetry embodies, what identities it shapes, and whether it can confront dominant ideologies in English language textbooks in Pakistan. Based on Fairclough's dialectical-relational approach and Bakhtin's ideas on dialogism and heteroglossia, we analysed 12 Pakistani English language textbooks. Findings suggest poetry texts embody a variety of ideological themes, including linguistic sexism, nationalistic sentiments, and religious and spiritual ethos. These discourses tend to shape learners' identities. In addition, we also found references to poems that offer learners alternative perspectives and ways of being. In certain poems, for instance, curiosity, questioning, struggle, and recognising truth as a multifaceted entity are evident, allowing spaces for heteroglossia. Using these insights, teachers, curriculum developers and textbook writers will be able to better reflect on their pedagogical approaches and content embedded in textbooks to ensure justice, equality, and inclusion for students from a variety of socioeconomic, ethnic, and religious backgrounds.
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  Data: 2024
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  Data: EJ1437992
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        Value: 10.1080/07908318.2024.2342899
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      – Text: English
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        StartPage: 343
    Subjects:
      – SubjectFull: Poetry
        Type: general
      – SubjectFull: Language Attitudes
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Nationalism
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      – SubjectFull: Gender Bias
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      – SubjectFull: Ideology
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      – SubjectFull: Ethics
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      – SubjectFull: Discourse Analysis
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      – SubjectFull: Pakistan
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      – TitleFull: Poetry, Ideology and Heteroglossic Realities in Language Textbooks
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              Type: published
              Y: 2024
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