Abstract
This research examines the inclusion of ideological elements in English textbooks for 6th to 10th grades, developed by the Khyber Pakhtunkhwa Text Board Peshawar. The study focuses on assessing whether these ideological elements are suitable for students' linguistic needs. The research design combines quantitative and qualitative methods. Firstly, data on ideological elements in the targeted textbooks is collected. Secondly, the study determines the students' need for ideological content through a pre-tested questionnaire administered to English teachers in District Karak. The selected text from the books is analyzed using Fairclough's Critical Discourse Analysis Procedure, considering various dimensions required for the research. A significant majority of teachers, 69%, strongly advocate for the transfer of Pakistan Studies and Islamiat ideology information from English textbooks to appropriate curriculum courses. Linguistic analysis of the selected data reveals that the literary text in the courses demonstrates a higher degree of linguistic authenticity compared to the ideological lessons.
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