Arab Social-Cultural Identity Presence in International English Language Textbooks: A Study at Private Middle Schools in Palestine and Jordan

Rania Muhammad Qassrawi; Haya Fayyad Abu Hussien; Samih Mahmoud Al Karasneh

doi:10.47012/jjmll.17.3.2

Authors

Rania Muhammad Qassrawi Department of Curriculum and Instruction, Sultan Qabus University, Muscat, Oman Department of Languages and Translation, Birzeit University, Palestine https://orcid.org/0000-0002-9699-6599
Haya Fayyad Abu Hussien Department of Languages and Translation, Birzeit University, Palestine https://orcid.org/0000-0003-0209-3135
Samih Mahmoud Al Karasneh University of Sharjah, UAE Department of. of Education, / Yarmouk University, Jordan https://orcid.org/0000-0002-0135-800X

DOI:

https://doi.org/10.47012/jjmll.17.3.2

Abstract

In the context of the dynamic social and cultural transformations experienced globally, educational curricula and syllabi assume a significant role in preserving societies' values and socio-cultural identities. This qualitative study investigated the representations and misrepresentations of Arab socio-cultural identity in international English language textbooks used in middle schools in Jordan and Palestine during the academic year 2022-2023. A purposive sample of eight textbooks, published by three prominent international publishers, was subjected to content analysis. The analysis focused on socio-cultural representations of Arab identity and potential misrepresentations within these textbooks, employing a criteria checklist developed and validated for reliability and accuracy by the researchers. The findings indicated that, although the textbooks included some representations of Arab socio-cultural identity, they predominantly featured elements that contradict and undermine Arab cultural values.

Keywords: middle school, social-cultural identity, international textbooks.

Highlights:

1-Representation of Arab Identity in Global Contexts as it examines how Arab culture, traditions, values, and everyday life are represented (or overlooked) in international English language textbooks used in private middle schools.

2-Cultural Balance and Visibility, as it analyzes the balance between Western and local (Arab) cultural content in reading passages, visuals, and activities.

3-Impact on Students’ Cultural Awareness and Identity Formation, since it explores how limited or distorted representations of Arab culture affect students’ sense of belonging, cultural pride, and motivation to learn English.

4-Teachers’ Perceptions and Pedagogical Adaptations, which highlights how teachers perceive the cultural content of international textbooks and how they supplement or adapt materials to include Arab socio-cultural elements.

5-Recommendations for Culturally Responsive Curriculum Design. This suggests proposing strategies for integrating Arab cultural perspectives into international ELT materials.