30.1012, Diss: English; Sociolinguistics: Author: Ömer Gökhan Ulum: ''Ideological and Hegemonic Practices in Globally abd Locally Written EFL Textbooks''

[The LINGUIST List]

LINGUIST List: Vol-30-1012. Mon Mar 04 2019. ISSN: 1069 - 4875.

Subject: 30.1012, Diss:  English; Sociolinguistics: Author: Ömer Gökhan Ulum: ''Ideological and Hegemonic Practices in Globally abd Locally Written EFL Textbooks''

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Date: Mon, 04 Mar 2019 12:21:33
From: Ömer Ulum [omergokhanulum at gmail.com]
Subject: Ideological and Hegemonic Practices in Globally abd Locally Written EFL Textbooks

 
Institution: Çanakkale Onsekiz Mart University 
Program: English Language Teaching 
Dissertation Status: Completed 
Degree Date: 2018 

Author: Ömer Gökhan Ulum

Dissertation Title: Ideological and Hegemonic Practices in Globally abd Locally 
Written EFL Textbooks 

Linguistic Field(s): Sociolinguistics

Subject Language(s): English (eng)


Dissertation Director(s):
Prof. Dr. Dinçay Köksal

Dissertation Abstract:

Learning English as a foreign or second language may generate a solid impact
on learners’ values and ideologies in that, for several decades, social
theorists have aimed to clarify why countries that lack economic power accept
social hierarchies which prioritize some while ignoring others. Such concepts
as ideology and hegemony have been employed to define the relation between the
social formation of knowledge and the maintenance of unfair power hierarchies.
As a result of the expanding hegemony of English, English Language Teaching
has suddenly turned into an international business with huge financial
investment, and accordingly produced English as a Foreign Language textbooks
evolved into the cornerstone of the business. Additionally, studies on the
relation between ideology, hegemony and textbooks have increased in recent
decades since the rise of critical theory, critical pedagogy and critical
thinking skills has inspired scholars to establish a critical perspective
towards EFL textbooks considering the compounds of ideology and hegemony. So,
the aim of this dissertation is to investigate the ideological and hegemonic
practices included in globally and locally written EFL textbooks. Using a
mixed method research design, ideological and hegemonic representations
included in EFL textbooks were examined qualitatively by using descriptive
content analysis technique used to make valid assumptions by interpreting and
coding content of textual materials. Further, qualitatively collected data
through interviews and quantitatively gathered data through a questionnaire
aimed to reveal the views of teachers/instructors and learners about the
ideological and hegemonic practices contained in the EFL textbooks. The
findings of the present study show that ideology and hegemony of inner and
expanding circle cultures are dominant in EFL textbooks. While the expanding
circle culture is dominant in the locally written EFL textbooks, the inner
circle culture is extensively included in the globally written ones. However,
outer circle countries are excluded and marginalized. Besides, while specific
ideologies such as economy and history were highly included in both globally
and locally written textbooks, some of them such as law and gender were weakly
detected. The results of questionnaire and interview showed that ideology and
hegemony are closely related to each other. It is hard to give a clear-cut
definition of these two terms because both textbooks and the participants
often used these two terms interchangeably. Yet, the participants declared
diverse views on the underlying ideology and hegemonic practices in globally
and locally written EFL textbooks.




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