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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 0790-8318 1747-7573 |
| DOI: | 10.1080/07908318.2024.2342899 |
