Analysis Of Textbooks Research Articles

Intralingual translation in didactic practice: five case studies

Abstract This article is a qualitative study charting the dimensional range of a particular type of translative phenomenon, namely, intralingual translation within educational practice. Theoretically, the article is based on a broadened concept of translation that encompasses any kind of sign translation, including the transcending of a language-internal comprehension barrier, such as the one between scientific and lay linguistic registers. Further, the article assumes that such intralingual translation is conceptually identical with the interpretive procedures found in didactic practice, given that the central aim of (much) pedagogy is to make sense of new and unfamiliar knowledge – typically embedded in abstract, scientific concepts – to learners. The article also draws on the Bakhtinian concept of “dialogized heteroglossia,” i.e., the view that different language varieties may be fused into, and brought into dialogue with each other within, one and the same text. Empirically, the article investigates intralingual translation in didactic practice through analyses of textbooks and one classroom lecture in five different academic disciplines, spanning both the natural and social sciences and the humanities. The analyses identify a handful of different translational strategies, some of which are shared across several disciplines, and others of which are unique to a single discipline only.

(Re)presenting race: an analysis of special education textbooks for engagement with race and ethnicity

ABSTRACT Introductory special education textbooks are significant for their role in shaping pre-service teachers’ understanding of the field by providing access to information at a time when prospective teachers are beginning to formulate their pedagogical and philosophical beliefs. They serve as the foundation on which students build and frame their knowledge of the field. By analyzing 4536 pages from 10 special education textbooks using content and discourse analysis, this study explores how special education textbook authors incorporate critical perspectives of race and ethnicity into their discussions. The findings reveal the deployment of deficit discourse about Black and Brown students and the absence of an analysis or naming of the intersecting oppressions Black and Brown students face in school and society. Findings also reveal a strategic coopting of racialized experiences using analogies to emphasize the significance of ableism. Recommendations for teacher educators, researchers, and textbook authors are provided.

특수교육 기본 교육과정 변천에 따른 시기별 음악 교육과정의 내용 및 초등학교 음악 교과서 분석

Objectives This study aims to analyze the changes in the content of music education from the first curriculum of special education to the latest curriculum and provide the characteristics and implications of music textbooks by each period.
 Methods The analysis of music curriculums was focused on the composition of curriculum documents and the changes in content; 11 music textbooks were analyzed from the perspectives of “music area and activity,” and “musical concept and element.” For music area and activity, the ratios of music area and activity type were ana-lyzed, and for musical concept and element, learning content and the grade hierarchy of learning content were analyzed.
 Results The content and content composition of music curriculums have been organized the same as those of the general curriculums since the 2011 curriculum. Music element was suggested with a focus on “sound” in the 2008 and 2011 curriculums, but it was mostly replaced with musical terms in the 2015 and 2022 curriculums. First, in the textbook analysis for the ratio of music areas, the area of “appreciation” was the highest in the 2008 and 2011 music textbooks and the area of “singing” was the highest in 2015 music textbook. When it comes to the ratio of activity types, the activity related to “sound” was the highest across the areas of singing, instrument, and appreciation in the 2008 music textbook. In the 2011 and 2015 music textbooks, activity related to “musical concept and element” was the highest. In the area of creation, two activities, “making sounds” and “changing lyrics,” were most frequently observed. In the area of daily life, the activity of “play” was the highest across all the textbooks. Second, the results of analyzing the musical concept and element showed that the level of the 2008 music textbook was similar to the lower grades of other textbooks, and the 2011 and 2015 music textbooks had a similar level of learning contents on “rhythm, form, tempo, and dynamic”. On the other hand, in terms of “melody” and “timbre,” association and hierarchy between grades had no distinct differences, and “harmony” was not sug-gested in most of the textbooks. In activities related to the characteristics of sound, instructional errors were found in the association with musical concepts.
 Conclusions The scope and level of music education content in special schools need to be improved; simulta-neously, research on systematic teaching and learning is required. This study explored the trend in music cur-riculums and the results of analyzing music textbooks. The findings are expected to provide useful basic data for developing the music curriculum of special education and for writing elementary school music textbooks. Further research should be conducted based on this study.

Context matters in history textbook studies: A call to address the socio-political landscape of textbook production

History textbooks are a tool of nation-building and often the only account of particular events, people and issues to which students will be exposed. This is one reason why it is important to examine, not only their content, but the context of their production. Research attention needs to be directed not only at disentangling the logics of textbook content, a purpose that dominates the field, but also at the social and political contexts of their development, including their production (publishing and authorship) and the processes by which they receive official approval. This work analyzed 100 history textbook studies in order to identify current trends in textbook research. This article focuses on one of the four major findings of the study: textbook studies often focus on the content of the textbook in isolation from the socio-political landscape of textbook production. The socio-political landscape refers, but is not limited to, the influence of local and geopolitics; the influence of the state, evident primarily in the official approval processes employed by governments; the economic dimension and publication parameters; and authorship factors. Among the relatively few studies that address the socio-political landscape, the authors often employ a historiographical or comparative perspective. The historiographical perspective, which is dominant, offers an analysis of textbooks over time in order to reveal both continuities and changes in the historical narratives produced by their authors. One example is a study by Yeow Tong Chia (2013), who examines conceptions of ‘Chineseness’ and China in Ontario high school history curricula and textbooks in the post Second World War to the 1980s period. More broadly, the paper locates the Ontario textbooks in the international context of the western-centric perspectives that were prevalent following the Second World War. The comparative perspective analyzes textbooks across regions in one historical moment. For example, Jason Nicholls (2006) addresses the role of national contexts in determining how the Second World War is portrayed in textbooks found in the United States, Italy, Sweden, Japan, and England.

An analysis of the English textbook “think” to the curriculum 2013

The study aimed to evaluate the relevance of materials in the textbook "Think" with basic competencies of the English curriculum 2013. The analysis has been done in interpersonal, transactional, and special function text genres. The instrument of the research was the checklist evaluation. The textbook was analyzed using a qualitative research method with a content analysis design. The data collection procedures started from perusing, highlighting, eliciting, grouping, coding, and tabulating. Then, the data was analyzed by adapting the procedures from Miles, Huberman, and Saldaña (2014) using data selecting, data display, data interpreting, and conclusion. The data was evaluated using the categories of complete, slightly complete, slightly incomplete, and null. In the textbook, 12 materials were checked for relevance to the English curriculum 2013. The result of the study showed that the textbook only meets ten materials out of 22 materials suggested in basic competence 3 and 4 of English curriculum 2013. The interpersonal genre text does not have any related material out of three materials from one indicator. for the transactional genre text, the book has two complete indicators that suit the textbook and syllabus of curriculum 2013. It has one slightly complete and one slightly incomplete indicator. For the special text, the book does not meet any of the material suggested by the syllabus of curriculum 2013. The result found that the level of conformity of the "Think" textbook is slightly incomplete because the textbook contains materials that are not suggested by the syllabus. To sum up, the textbook "Think" is better to be used as a supplementary book in school with curriculum 2013. The book has various activities inside to support the teaching and learning process.

ANALISIS MATERI PERAN WALISANGA DI INDONESIA DALAM BUKU SEJARAH KEBUDAYAAN ISLAM KELAS XII MADRASAH ALIYAH

Material analysis in textbooks needs to be done to provide input as revision material for books that are published later and become a consideration for teachers so that in carrying out learning to be more creative and innovative. Therefore, the authors conducted research on the feasibility analysis of Walisanga's role in Indonesia in the Islamic Cultural History textbook published by the Ministry of Religion in 2020. This research includes qualitative research with a literature study method. The results of the study show that the material for Walisanga's role in Indonesia is in accordance with core competencies, basic competencies, and learning objectives. Presentation of material and language feasibility is good. As well as the material is in accordance with the development of Madrasah Aliyah students. However, weaknesses were found, namely the material was felt to be incomplete, the lack of illustrations as supporting aspects of the presentation and there were several writings that were not in accordance with the correct Indonesian language rules. So that the material on Walisanga's role in Indonesia in this book needs to be improved. Quality subject matter will support the achievement of optimal learning objectives.

João Vicente Martins e o ensino da leitura e da escrita para crianças no Brasil do século XIX

Abstract Based on an analysis of a school textbook produced by Joo Vicente Martins in 1854, this article aims to understand the history of schooling in Brazil in the second half of the nineteenth century, notably in the elements of teaching reading and writing to children. Martins launched himself into the publishing market with Cartilha de Leitura repentina, ou plágio do Método Castilho, in an attempt to bring together the ideals of two important forerunners of the debate about methods for teaching the mother tongue engaged with the universalization of elementary education: the Frenchman Joseph Jacotot and the Portuguese António Feliciano Castilho. Takins as a source, above all the periodical press and the productions of Castilho and Martins, the analysis carried out was organized around two main aspects: the biography of the latter author and the materiality of his textbook. It is concluded, that, although it announces the elaboration of a plagiarism of the Castilho method, the work undertaken by João Vicente Martins presented his ideals about the child schooling in the Brazilian context of clashes between techniques of teaching reading and writing in the nineteenth century.

РОССИЙСКАЯ КОМПОЗИТОРСКАЯ ПЕДАГОГИКА И ВКЛАД Е. К. ГОЛУБЕВА

The article reveals for the first time the main historical stages in the formation of Russian composer’s pedagogy. The contribution of the first Russian conservatories in Saint Petersburg and Moscow to the development of music education is highlighted. A systematic analysis of Russian composition textbooks by M. F. Gnesin, O. A. Evlakhov, E. I. Messner, S. M. Slonimsky is carried out, and comparisons are made with Arnold Schoenberg’s Fundamentals of Musical Composition. The contribution to the education of creative youth made by one of the leading master teachers, Professor of the Moscow Conservatory Evgeny Kirillovich Golubev (1910–1988), a student and follower of N. Ya. Myaskovsky, is considered. Golubev’s recollections from his diary Alogisms are presented, revealing the composer’s aesthetic views and the essence of his pedagogical method. The article analyses the stylistic features of Golubev’s students, including G. Shantyr, T. Nikolaeva, A. Kholminov, A. Eshpai, T. Kuliev, G. Grigoryan, A. Schnittke, A. Isakova, K. Batashov, I. Krasilnikov, A. Golovin, A. Koblyakov, Y. Vorontsov and many others. E. K. Golubev, developing the traditions of his great predecessors — N. A. Rimsky-Korsakov, N. Ya. Myaskovsky, S. I. Taneyev, S. S. Prokofiev and others, created one of the most significant schools of composition in Russia. The traditions of his school are being developed by new generations of musicians.

ANALYSIS OF TEACHING TEXTBOOK “FRENCH LANGUAGE”

ANALYSIS OF TEACHING TEXTBOOK “FRENCH LANGUAGE”

Gender Representation in Indonesian Language Textbooks: Critical Discourse Analysis

This study aims to analyze the elements of discourse analysis regarding gender in the Indonesian Textbook. The data used in this study were texts in integrated thematic Indonesian textbooks for grade 2 elementary school. Gender representations based on micro and macrostructures of language analysis in Indonesian textbooks as the research problems of this analysis. This research uses data analysis methods with field methods with observations and interviews. The theory used in this study is the theory of discourse analysis by Dijk (1993). The results of this study indicated that there are discourse elements that show gender in texts such as microstructure and macrostructure. In the microstructure, grammatical elements are found which include references, omissions, and conjunctions. The macro elements found in integrated thematic textbooks for elementary school Indonesian are context, inference, and character values. Character values are implicitly described in the characters in the text. The micro and macrostructure in the data show the dominance of the female gender.

Developing good person and citizen through civic and ethical education in Ethiopia: A content analysis of secondary school textbooks

There is broad consensus that citizenship or civic education plays an important role in preparing democratic, tolerant and socially active citizens, although the role of civic education in achieving this goal in divided societies is far from straightforward. There is also the interdependent goal of developing a good person and a good citizen. In order for this to be successful, the content and pedagogy integrated into the formal curriculum (core curriculum framework and textbooks) play an indispensable role. This article examines how the characteristics of a good person and a good citizen are presented as learners' distinctive personal development in the Ethiopian civics textbooks (grades 9 to 12) and to what extent the learning activities in textbooks enable learners to explore alternative qualities of a good person and good citizens. The study mainly used quantitative content analysis method. All pages of the textbooks were used as units of analysis. The results show that the textbooks presented the characteristics of a good person and a good citizen as distinct dimensions of students' personal development. However, almost two third of the contents emphasize social self-identity (good citizens), while a fifth of the contents deal with autonomous self-identity (good person). The results also reveal that there are open-ended and future-oriented learning activities that can help students discover alternative characteristics of a good person and a good citizen. Most studies on Ethiopian secondary school and university students question the extent to which students develop and demonstrate desired goals of civic and ethnical education. The effectiveness of civic and ethical education in divided countries where the goals of the formal curriculum are not reinforced by macro-social political conditions and other factors of socialization are discussed.

Feasibility Analysis of Cross-cultural Competence Development in College English Textbooks— A Case Study of New Horizon College English Textbook for Viewing, Listening and Speaking

Against the backdrop of increasingly frequent globalization and international communication, English serves not only as a tool for international exchange but also carries the function of disseminating and communicating diverse cultures. University English textbooks are not just tools for language learning but also crucial mediums for fostering students’ cross-cultural communication skills. This paper examines the cultural content reflected in the textbook and its impact on students’ cross-cultural communication abilities in the third edition of New Horizon College English Textbook for Viewing, Listening and Speaking (Third edition, Book 2) textbooks from a cross-cultural perspective. A framework of cross-cultural competence teaching for textbook analysis was constructed based on the previous research. The study analyzes the cultural content and its presentation in the textbooks according to the different dimensions of the framework, revealing significant differences in the selection and presentation of cultural content. Research findings show that the textbooks primarily focus on introducing English and American cultures while neglecting the diversity of other English-speaking countries and students’ local cultures, resulting in a narrow cultural perspective. Furthermore, the depth and breadth of cultural content are insufficient to comprehensively develop students’ cross-cultural communication skills. It is suggested that when using these textbooks for cultivating cross-cultural skills, attention should be given to diverse cultures, balancing the introduction of different cultures, incorporating students’ local cultures, and helping them develop a global perspective. By enriching cultural content and implementing diverse teaching activities, students’ cross-cultural understanding and communication skills can be enhanced, fostering international exchange and cooperation.

AI AS CO-CREATOR: EXPLORING INDONESIAN EFL TEACHERS’ COLLABORATION WITH AI IN CONTENT DEVELOPMENT

This research explores the collaboration between Indonesian English as a Foreign Language (EFL) educators and Artificial Intelligence (AI) in content development. Employing a qualitative approach, semi-structured interviews were conducted to delve into the perspectives, experiences, and interactions of educators in the realm of AI-enhanced content creation. The study adopts a phenomenological approach, seeking to uncover the underlying essence of the evolving educator-AI relationship in content development. The findings reveal a spectrum of AI integration among educators, from heavy reliance to a balanced approach. Educators demonstrate adaptability and resourcefulness, combining school textbooks with AI-powered tools, such as ChatGPT, magicschool.ai, and you.com, creating dynamic and engaging instructional strategies. Their approaches to lesson planning, content development, presentation, teaching methods, and assessment display a diverse range of AI incorporation, emphasizing flexibility and student-centred learning. Educators are blending textbook analysis, AI tools, and multimedia resources to enhance learning environments. Interactive and student-centred teaching methods, such as pair work, role-play scenarios, and dialogue practice, foster language acquisition, communication skills, and student confidence. In assessment and evaluation, the integration of AI tools, such as ChatGPT, Twee, and Questionwell is emerging, enriching evaluation methods and promising improved student learning experiences. This research sheds light on the dynamic nature of AI-augmented content development in Indonesian EFL education, highlighting educators’ adaptability and resourcefulness in embracing technology to enhance pedagogical practices and foster enriched language acquisition experiences for their students. Keywords: AI integration; content development; EFL education; Indonesian educators; pedagogical innovation

영토교육 연구에서의 동향 분석

The purpose of this study is to analyze trends in territory education conducted in South Korea from 1996 to 2022. In this study, the collected research works were categorized into the four research types of national land education, global territory education, glocal territory education and Dokdo Island education, and then trends in studies on territory education were explored. Finally, this study proposes academic directions and tasks for future studies on territory education as follows: First, it is necessary to switch the focus of studies on territory education from Dokdo Island education to the other research types of national land education, global territory education, and glocal territory education. Second, in territory education, it is necessary to attempt studies revolving around 'learners,' major subjects in education field or classes, rather than remaining at the level of the analysis of curricula and textbooks or comparison with other countries and thus alienating learners. Third, it is necessary to conduct follow-up studies that reflect and inspect the results and suggestions of studies related to territory education. Fourth, given the low percentage of studies on global territory education, it is judged that these studies will have to be vitalized.

A Pragmatic Analysis of Vietnamese EFL Textbooks : The Case of Disagreement

A Pragmatic Analysis of Vietnamese EFL Textbooks : The Case of Disagreement

초등 사회과에서 향후 ‘교실 교과서’의 가능성 탐색 - 해럴드 러그의 사회 교과서에 담긴 시사점을 토대로 -

This study was conducted for the purpose of exploring the possibility of 'classroom textbooks' by teachers to overcome the limitations of existing nationwide social studies textbooks in elementary social studies education. To this end, we theoretically reviewed the characteristics of classroom textbooks and examined the characteristics of Harold Rugg's elementary social studies textbooks. Based on this, we identified the limitations of existing nationwide textbooks and devised the principle of developing 'classroom textbooks' by teachers suitable for elementary social studies education based on the implications obtained through analysis of Harold Rugg's social studies textbooks. The principles are as follows. First, the selection of alternative educational content considering the curriculum standards, second, integrated topic-oriented approach, third, the composition of reading materials by storytelling and step-by-step questions aimed at student inquiry, and fourth, textbook production and post-supplementation considering the characteristics of classroom students. Based on this principle, the researcher developed a 'classroom textbook' by teachers for some of the contents of the fourth grade of elementary school and used it for class, and confirmed the response of students and fellow teachers to the 'classroom textbook.' The possibility of 'classroom textbooks' by teachers in elementary social studies is as follows. First, 'classroom textbooks' by teachers provide the possibility of realizing social studies classes suitable for classroom students. Second, 'classroom textbooks' by teachers provide the possibility as a useful tool to realize alternative elementary social studies education led by teachers and students.

Building Spiritual Capital through Language Teaching: Analysis of State-Mandated Elementary Language Textbooks in Pakistan

Pakistan has constantly been in the news since the September 9, 2001, attack in New York, USA, and its education system and curriculum have seen a lot of interest from academics, researchers, and civil society organizations, both locally and globally. These researchers explored many aspects such as the concept of Jihad and its connection with violence against religious minorities, the construction of ‘Us’ and ‘Them’, the national, religious, and cultural identity but the development, promotion, and preservation of spiritual capital (SC) remained unexplored. This study was undertaken to take stock of the SC considered worthwhile to be preserved and promoted through language textbooks prepared for elementary school children by the Government of Pakistan. The study used a qualitative interpretive/constructivist research paradigm and chose qualitative content analysis as the data analysis method. The data for this study was taken from language textbooks (12 English and 12 Urdu) and semi-structured interview data, collected using a focus group discussion data collection strategy. This study found a very strong link between pupils’ SC and the stories presented to them in the language textbooks showing the rootedness of pupils' SC in Islam, its teachings, and history. The study also showed pupils struggling to modify and expand their SC by including the global SC perspective in their already constructed set of SC. This study recommends that the textbook authorities should make the language textbooks' content inclusive and add global stories emphasizing universal SC.

DEVELOPING CREDIBLE GOVERNMENT LEADERSHIP: INDONESIAN PUBLIC POLICY VIEWS

The Trusted Government Leadership Model: Public Policy Perspectives in Indonesia is the subject of this study's description and analysis. This paper is based on several ideas and earlier research findings that illustrate the dynamics and issues with government leadership specific to regional heads of state. A literature review, including a conceptual analysis of textbooks and earlier research findings pertinent to this study, is the methodology employed. The results demonstrated that competence, goodness, integrity, and policy are the four (four) factors that impact a trustworthy government leadership model. Government leaders must possess the following qualities: (1) competence, which includes knowledge, skills, personality, and managerial abilities; (2) kindness and compassion; (3) integrity, which includes ethics and adherence to the law; and (4) policy, which consists of ten main principles, including the following: (a) public interest; (b) planning; (c) qualified; (d) management; (e) morality; (f) integrated; (g) impact; (h) honour; (i) glorify; and (j) learning.

SEEING BEYOND WORDS: METAFUNCTIONS ANALYSIS OF EFL TEXTBOOKS

This study carefully applies Systemic Functional Linguistics (SFL) to identify common linguistic patterns to examine English as a Foreign Language (EFL) textbooks. This descriptive qualitative study addresses the ideational, interpersonal, and textual metafunctions of English as a Foreign Language (EFL) textbooks as the research focus. The frequent use of material process, particular nominal group types such as Thing (T) and Numerative Thing (NT), the nuanced modality conveyed by "should," "would," and "will," and the use of narrative perspectives with third-person singular pronouns ("he" and "she") are noteworthy among these patterns. The identified linguistic features furnish invaluable pedagogical insights for the stakeholders of English learners, including the teachers, and provide guidance for targeted language instruction. Furthermore, these results are also invaluable for material development since the study highlights the importance of integrating SFL principles within the classroom discourse. The study also emphasizes the significance of SFL-based textbooks as learning facilitates. The study discovers that SFL-based textbook analysis provides well-informed instruction, allowing teachers to modify their teaching methods to meet students' communicative needs better. Despite limitations, the analysis remains a valuable tool in the classroom discourse as it better portrays the foreign language classroom discourse.

Оценка сложности формул и методов, применяемых при решении школьных задач по механике

The problem of estimating the complexity of formulas and methods used in solving school tasks in mechanics is considered. A content analysis of standard school textbooks and tasks books was car-ried out, all formulas on mechanics were written out and 9 topics were identified, each of which corresponds to its own method of solving tasks. To assess the semantic complexity, the formulas were encoded with a verbal code and presented in a text file Formuli.txt . The complexity of the concepts denoting physical quantities is evaluated separately; their list is placed in a file Slovar.txt. With the help of a special computer program, the semantic complexities of formulas (or their corresponding theoretical propositions) are determined, and the coefficient of information folding is calculated for each ones. At that the difference between formulas-definitions and formulas expressing functional dependencies was taken into account. The distributions of formulas and methods in the space of their characteristic features are analyzed. This made it possible to identify the most com-plex formulas and methods for solving tasks in mechanics. The number of formulas in each method is also taken into account, the choice uncertainty of formulas and the corresponding complexity of the choice in the independent solution of a single-formula task are estimated. It is shown how the choice uncertainty of formulas can be taken into account when solving two- and three-formula tasks.