Global Issues in EFL Textbooks for Tunisian Secondary School students

Nadia Abid, Department of English, FLSH Sfax, University of Sfax, Tunisia

nadia.abid@flshs.usf.tn

Abstract

This paper aims at examining the role that EFL textbooks plays in developing

knowledge of global issues and global skills. The content and tasks of four Tunisian EFL

textbooks used by secondary school students were evaluated in terms of their

representation of global issues and their potential for teaching global skills respectively.

Results of the content analysis show that global issues are underrepresented and tasks

promoting global skills are neither frequent nor varied. Some recommendations are

suggested to improve textbooks’ content and tasks. Global topics need to be more

varied, frequented and updated and tasks need to be more varied by drawing on other

school subjects.

Key words: Global issues, global skills, textbook analysis, textbook content, textbook

task

1. Introduction

Foreign language education is assumed to influence and be influenced by the social,

economic and political situation either nationally or internationally. It changes perspectives,

objectives, contents and methods to cope with the students’ new needs. As today’s world has

become increasingly global, intercultural contacts have become more frequent than ever and

societies have become more culturally diverse. As a result, foreign language teaching and

learning has incorporated a global dimension since the 1990s to meet the new needs of

students. In fact, concepts such as global citizenship, global education, Intercultural Language
Learning and Intercultural Citizenship Education have emerged to foreign language education

and brought changes in its outcomes, methods and contents. Contents and methods have

become more globally oriented raising learners’ awareness of global issues that they share

with other people in the worlds and of their role as agents of change in their countries and the

world.

Global issues are problems that are shared by and affect many countries in the world such

as terrorism, wars, global warning, poverty, diseases, etc. Education, according to Cates, 2000

has a moral responsibility for preparing students to be committed to acting and finding

solutions to those issues starting from their local environment (Byram, 2008). Global

education, an approach to foreign language teaching, has undertaken this responsibility given

the nature of language as a vehicle of expression of a wide variety of topics and as a means of

communication connecting people all over the world (Cates, 2000; Hosack, 2011; Erfani,

2012).

Foreign language teaching, especially teaching English as a foreign language, is able to

bring global issues into class thanks to the significant role of English as the language of global

communication. Methods as well as contents of different teaching materials including

textbooks play a significant role in developing learners’ knowledge, attitudes and global

skills. Many research articles were published on global education, its objectives, methods and

contents (Cates, 1990, 2000, 2002; Jacobs & Cates, 2002; Cabesudo, et al., 2008). However,

to my knowledge, the evaluation of the way global issues are represented in English language

textbooks and the way they are taught in tasks are not widely studied.

This paper tries to examine the way global issues are represented and taught in secondary

school EFL textbooks used in Tunisia. While a checklist is adopted to collect data about the

types of global issues, the tasks are classified by the researcher relying on acknowledged

articles in the field, namely those of Cates (1990, 2000), Jacobs & Cates (2000) and
Cabusedo, et al (2008). The overall aim of the paper is to evaluate the potential of textbooks’

tasks and content to develop knowledge, attitudes, skills and action (Cates, 1990; Erfani,

2012) required by a global citizen.

2. Literature Review

2.1. Global Education, Global Citizenship

Globalization has blurred geographical and cultural boundaries by means of sophisticated

telecommunication means, the internet and means of transport. Many conflicts emerge and

spread in the world due to intercultural contact. These conflicts and many other problems

such as poverty, environmental threats, diseases and terrorism have an impact on the lives of

the inhabitants of the globe. These shared problems, called global issues, cannot be solved by

individual state governments (Hosack, 2011) but require the intervention of international

organizations. International and local non-governmental organization can provide short-term

and immediate solutions. However, the long-term solution, which is preparing young people

to live responsibly in the world, lies in the hand of education.

Since local and national problems are related to and influenced by international issues, a

globally- oriented education can raise learners’ awareness of the dangers and the necessity of

finding solutions with the collaboration of the international community either through local,

national or international actions (Cates, 1990, 2000, 2002; Hosack, 2011; Pratama & Yuliati,

2016). Foreign language education with the rapid and overwhelming spread of English as a

global language can prepare students to act internationally by teaching them global issues and

values (Cates, 1990, 2000, 2002; Jacobs & Cates, 2002; Yakovchuck, 2004). Global

education, then, came as a globally-oriented pedagogical approach to foreign language

learning and teaching that has a great potential for promoting global citizenship. Apart from
helping students to acquire language, they teach them knowledge, skills and sense of

commitment required by global citizens. Cates (2000) explains the aim of global education as;

“… integrating a global perspective into classroom instruction through focus on international

themes, lessons built around global issues, classroom activities linking students to the wider world

and concepts such as social responsibility and world citizenship” (Cates, 2000, p.241).

Global citizenship education is a transformational process where students develop four

areas: knowledge, skills, attitudes and behavior. According to UNESCO’s report (2016),

knowledge refers to the knowledge of global issues and universal values as well as awareness

of the interconnectedness between global issues and their everyday life activities (Tye and

Kniep, 1991). Held and Mc Grew (2007) argue that: “local events may come to have

profound global consequences and global events can have serious local consequences,

creating growing collective consciousness” (p.1). The second area, global skills, includes

communication skills, social skills such as empathy, conflict management, and ability to build

relationships with people of different backgrounds; and cognitive skills such as critical

thinking and adopting multiple perspectives. Attitudes refer to attitudes of respect for

culturally- different people. Finally, behavior refers to the range of behaviors that are

appropriate inside and outside the classroom.

To help students live responsibly in an interdependent world, Global Education should

achieve four main objectives which are: knowledge, skills, attitudes and action. They are

explained by Cates (1990: 41) as follows:

 Knowledge refers to learners’ knowledge of other cultures and global issues

including their nature, causes and possible solutions. These issues cover four main

domains, namely peace, human rights, development, and environment (Cates, 2000;

Jacobs and Cates, 1999)

  Global skills refer to the communication skills, critical and logical thinking,

cooperative problem-solving, non-violent conflict resolution, informed decision

making, and the ability to apply multiple perspectives in dealing with global problems

(Cates, 1990, 2000. Pratama and Yuliati, 2016)

 Global attitudes refer to the global awareness, curiosity, appreciation of and respect

for cultural diversity, a commitment to justice, and empathy with others.

 Action refers to the students’ active and democratic participation in the local

community to solve local as well as world problems, that is “ think globally, and act

locally” (Cates, 2000, p 241).

Global education as a pedagogical approach has tried to bring changes to the content

and methodology of language teaching (Erfani, 2012; Kniep, 1985) and make them more

globally-oriented. For instance, language classes should teach global themes dealing with

international conflicts, international cooperation, intercultural communication through

activities promoting skills of collaboration, problem solving and conflict management

(Cates, 1990; Cabesudo, et al., 2008).

2.2. Global Issues in Foreign Language Education

The objectives of teaching foreign languages should go beyond the achievement of

linguistic outcomes to include educational ones such as the reinforcement of the sense of

belonging to one’s country and commitment to work for the good for a community (Byram,

2008, Kirova, S & Veselinovska, 2015). According to Cates (1990), foreign language

teaching has an ethical and moral responsibility to society, which is translated in sensitizing

students’ of the seriousness of global issues and the need to solve them. With the increasing

frequency of intercultural contacts and the multicultural character of modern societies, that

sense of commitment is extended to include the world as a whole. In this context, Byram
(2008, 2012) and Guilherme (2002) suggest the concept of intercultural citizenship as a new

kind of belonging to and living in a global community as a citizen.

Foreign language teaching is considered as the suitable domain for teaching global issues

because they are “ a window to the world” (Cates, 2000: 241) and a good vehicle for teaching

global issues thanks to its flexibility and the variety of topics that it offers (Cates, 2000).

English language teaching can play that role thanks to the importance of English as the

language of global communication (Cates, 1999, 2000; Jacobs and Cates, 2000). Cates (2000)

believes that Global education is more influential with the teachers of English who teach

language and empower students with global skills allowing them to act as global citizens.

Teaching global issues in foreign language classes cannot be an initiative by individual

teachers, it has been, however, the concern international organizations such as the UNESCO.

In 1974 the UNESCO launched the Lingupax Project, a series of seminars about education

and language teaching for international understanding, which aims to train teachers on how to

teach international understanding, international cooperation, mutual respect and peaceful co-

existence (Cates , 1990) through classroom as well as extra-curricular activities.

Educational authorities in some countries as well have tried to include global education in

foreign language classes. For instance, teachers, universities and Special Interest Groups in

Japan have addressed global issues in their practices (Hosack, 2011).In Belarus, foreign

language teaching focuses on global as well as local issues to raise students’ global

awareness (Yahovchuck, 2004).

There were many attempts to introduce the different types of global issues in the

content of teaching materials and the methods of teaching (Cates, 1990, 2000, Jacobs and

Cates, 2000; Kirov and Veselinavaska, 2015; Pratama and Yuliati, 2016). For instance,

Cates (1990, 2000), Jacobs & Cates (2000) and Pratama & Yuliati (2016) believe learning
should be active and learner-centered (Pratama and Yuliati, 2016). Global issues can be taught

through the four language skills using a wide range of classroom activities such as

discussions, role plays and simulations (Pratama &Yuliati, 2016) or indirect exchanges such

as pen- pal programs, video exchanges, overseas visits and virtual exchanges (Cates, 2000).

Collaborative work through peer editing, jigsaw reading circles, debates together is also

encouraged to develop the sense of belonging and solidarity. Developing discussion skills

such as listening critically, politely requesting clarification and responding with clear and

supporting arguments are also deemed necessary to teach democratic behavior and active

citizenship (Hosack, 2011; Starkey, 2002).

2.3. Global Issues in Textbooks

English language textbooks are important in a foreign language context because they are

a source of input that is hardly available outside class. Textbooks, like other teaching

materials, should expose English language learners to contents and methods that help them

develop the knowledge, attitudes, and skills needed to live and act as responsible citizens.

However, textbooks generally do not seem to give importance to global concerns. Topics such

as climate change, pollution, war and peace, human rights (Shin et al, 2011) just make a little

part of the required content and are not tackled deeply (Cates, 1990). Kumaravadivelu (2000)

and Byram, (2008, 2011) called for the inclusion of global issues in EFL materials to increase

students’ global cultural awareness and intercultural citizenship.

The Common European Framework of Reference has provided teachers a common basis

for the elaboration and design of language syllabuses and textbooks that call for “thinking

globally and acting locally” (Cates, 1990) in the perspective of preparing students to be agents

of change in their communities and the world as a whole. The selection of themes in

textbooks should depend on their representation of the problems in the students’ lives so that
it can affects learners’ attitudes towards themselves and other people (Cates, 1990; Ndura,

2004). They should be glocalised, that is to say, they have to meet the needs of the local uses

and keeping meanwhile their connection to the world (Gray, 2000, Yahovochuck, 2004).

2.4. The Tunisian Context

The relationship between education and global issues is reflected in the educational

systems in their emphasis on teaching universal values in locally-designed syllabi. The

objectives of the Tunisian educational system emphasize the interaction between national

values and international ones. It stresses the necessity of reinforcing the national identity, the

sense of belonging and loyalty to the country, while promoting universal values and principles

of freedom, democracy, social justice and human rights (clause 3, 2002-2007).

As part of the national curriculum, foreign language teaching is supposed to achieve the

same aims as the curriculum. However, despite the reference to the cultural enrichment

through exposure to foreign language and culture (the Official Programme, 1998), English

language teaching is limited to countries where English is a native language, namely the USA

and the UK. No reference is made to the international and global dimension of English

language teaching in terms of content or skills to be developed.

Despite the absence of reference to global issues in educational documents, those topics

are dealt with in textbooks with varying degrees of focus. Because of this reason and others

such as the researcher’s belief in the educational mission of EFL in forming national and

international citizens, this study aims to study the potential of Tunisian EFL textbooks for

secondary school students for presenting and teaching global skills. It uses quantitative data

collection methods to analyze and evaluate textbooks’ content in terms of its representation of

global issues, and tasks in terms of their teaching of global issues. The evaluation of

textbooks will help identify their deficiencies and recommend modifications accordingly.
 3. Research Questions

The present paper tries to investigate the extent to which English textbooks designed for

Tunisian secondary school students represent and teach global issues. It attempts to answer

the following research questions:

 Which global issues are represented in textbooks’ content?

 How are global issues taught in the textbooks’ learning tasks?

 Which global skills do textbooks’ learning tasks develop?

4. Methodology

The methodology section describes the data collection method and how it is

implemented to get data from textbooks’ content and tasks. The analysis is based on

Mark’s (1993), Swenson and Cline’s (1993), and Yoshimura’s (1993) classification of

Global Issues. The analysis of tasks does not use a particular classification as there is no

acknowledged checklist. The researcher created a checklist on the basis of research by

Cates (1990, 2000) and Jacobs & Cates (2000).

4.1. Content Analysis

Content analysis in this study uses the text as a unit of measurement to count the

frequency of global issues in the textbooks selected. The analysis of tasks is based on

counting the frequency distribution of tasks teaching and promoting global skills while

dealing with global issues.

4.2. Global Issues

On the basis of Mark’s (1993) and Swenson & Cline’s (1993) classification, , Yakovchuk

( 2004, p. 32) suggested that global issues can be divided into four major groups:
  Environmental issues: pollution, deforestation, endangered animals, global warming,

recycling, natural disasters, etc.

 Peace education issues: wars, nuclear arms race, refugees, etc.

 Human rights issues: racism, gender issues, children’s rights, etc.

 Intercultural communication issues: cultural issues, global citizenship vs. national

identity, multiculturalism, etc.

 Socio-economic issues: poverty, wealth, consumer society, advertising, immigration

etc.

 Health concerns: drugs, AIDS, etc

 Linguistic imperialism

4.3. Tasks

The tasks analyzed are the ones that are designed to teach global issues and are supposed

to develop global skills. The classification used is inspired from the activities and skills

suggested by Cates (1990) and Cabesudo et al (2008):

- communication through simulations and role plays

- critical and creative thinking

- cooperative problem-solving,

- non-violent conflict resolution,

- informed decision making,

- seeing issues from multiple perspectives

- projects (interviews, surveys and oral presentations)

 4.4. Corpus

The present study undertakes the analysis and evaluation of four locally-produced English

textbooks designed for Tunisian Secondary school students. These are: Perform through

English (1st year), Perform to learn (2nd year), Activate and Perform (3rd year) and Skills for

Life (4th form). Most of the textbooks’ contents are organized into themes, language aspects or

function and language skills. Most textbooks’ tasks are aimed to teach the four language

skills, reading, listening, speaking and writing in a balanced and integrative way. The themes

are used as a context to teach grammar, vocabulary and pronunciation. In the preface of

Perform to Learn, writers state that (p.3): “The book is organized in themes to give the learner

a chance to explore and recycle language through various activities.” Themes dealing with

global issues are included in the textbooks but they are not given a special attention. For

instance, in the preface of “Skills for life”, the writers point out to the content as unspecified

information but focus more on its role as context for language teaching and springboard for

speaking and writing. They state in the preface that (p.3): “The listening and reading texts are

exploited for information and linguistic content and serve as a springboard for production.”

5. Results and Discussion

This section presents the different results obtained from content analysis of the textbooks’

content and tasks.

5.1. Textbooks’ Content Data

The content analysis conducted to collect data about the textbooks’ content revealed that

textbooks included general topics such as holidays, school life and family relationships more

than they did with global issues. In fact, 76, 35%, of the content dealt with general topics;
whereas, only 23,64% of it is devoted to global issues such as pollution, poverty, child

labour, water scarcity etc.

The graph below (graph 1) shows the distribution of topics over their types in each

textbook. The amount of tasks dealing with both topics increases with the increase of

students’ educational level. For instance first year textbook, Perform Through English

contains fewer texts than those contained in the 4 th year textbook “Skills for Life”. This

pinpoints the tendency in the English language curriculum in Tunisia to design contents and

language in terms of quantity, complexity and difficulty.

Graph 1: The distribution of topics according to their type in each textbook

The textbooks’ representation of global issues described in Table 1 leads to one major

conclusion which is a lack of variety of global issues. Socio-economic issues such as

immigration, poverty, social problems are more represented than human rights and

environmental issues despite being of paramount importance internationally and locally.

Environmental issues, mainly pollution, have always been the concern of the Non

Governmental Organizations as well as governmental bodies because it threatens human life

as well as fauna and flora. Issues such as health concerns and linguistic imperialism are totally

absent; whereas intercultural communication and peace education are hardly represented. The

textbooks’ writers seem to be more concerned with topics related to the learners’ everyday

life and personal experiences than with global topics. With reference to the official programs
of the English language in secondary schools (1998), textbooks’ contents are limited to the

representation of the target language cultures, namely the British and the American. Global

issues are not mentioned as part of the content although they exist in all textbooks.

Table 1: Types of global issues in all textbooks

PTE PTL AAP SFL Total

Environmental issues 1 3 2 3 9

Peace education 0 0 0 2 2

Human rights 1 5 2 3 11

Intercultural communication 1 0 0 1 2

Socio-economic issues 0 4 8 12 24

Health concerns 0 0 0 0 0

Linguistic imperialism 0 0 0 0 0

Total 3 12 12 21 48

PTE: Perform Through English; PTL: Perform to Learn; AAP: Activate And Perform; FL: Skills for Life

As far as general topics are concerned, a pattern is observed in table 2 which reveals two

major results. First, topics dealing with social relationships, leisure and tourism, and literary

genres are more represented in textbooks than others dealing with everyday concerns. Few

occurrences are observed of topics such as illnesses, smoking, living abroad, communication,

celebrations etc. Second, “Skills for Life” and “Perform to Learn” more than any other

textbooks emphasize the use of topics and genres related to students’ specialty such as

business-oriented texts for students of “economic sciences and management” and literary

genres such as plays, excerpts from novels, and poems for Arts students.
Table 2: Types of general topics in all textbooks

Textbook PTE PTL AAP SFL Total

Topics

Famous/Great people 4 2 2 0 8

Relationships (family, pets, friends, love etc) 7 12 6 0 25

Leisure and tourism 3 3 8 12 26

Fiction, poems, plays and songs 2 2 4 25 31

Jobs 2 4 2 2 10

Finance and business 0 7 0 1 8

School life 3 3 6 12 24

PTE: Perform Through English; PTL: Perform to Learn; AAP: Activate And Perform; FL: Skills for Life

What can be concluded from the analysis of general and global topics in textbooks is that

textbook writers do not give importance to the content of the texts as much as they give to the

tasks developing language and language skills. They are more concerned with teaching

language and strategies of reading, listening, speaking and writing than with the content and

themes presented by the textbook. This is apparent in the type of tasks included which are

analyzed and discussed in the following section.

4.2. Textbooks’ Tasks Data

The analysis of the textbooks’ tasks dealing with global issues aims at identifying

whether those tasks teach global skills or language skills. According to table 3, global issues

are not used to develop global skills, rather they are used to teach the four language skills as

well as vocabulary, grammar and pronunciation. For instance, global skills such as problem

solving, conflict management, decision making and adoption of multiple perspectives make
only 13.88% of the total number of tasks teaching global issues; whereas, nearly half of the

tasks (54.01%) are devoted to the language skills, and 32.10% of them teach language.

Table 3: Tasks dealing with global issues in all textbooks

Language Skills Language Global Skills

54.01% 32.10% 13.88%

Graph 2: The frequency of global tasks in each textbook

Although global issues are not frequent in the four textbooks analyzed, the tasks

accompanying them do not help students to develop global skills. Textbooks, therefore, can

be said to have a low potential to develop knowledge of global issues and skills. They cannot

help achieve the objectives of global education and global citizenship. That is they cannot

develop learners’ knowledge of those world concerns, nor do they promote attitudes of

respect for others, tolerance of difference and solidarity with disadvantaged people across the

world (Cates, 2000; Pratama & Yuliati, 2016). They do not encourage learners to act locally
to solve problems in their community and think globally (Byram, 2008; Cates, 1990, 2000;

Risager, 2010).

A close look at graph 2 about the frequency of global tasks reveals that The most

frequently represented tasks are those that develop critical thinking skills; whereas other skills

such as problem solving and decision making are underrepresented. Conflict management

tasks and skills are non-existent although the skill is useful in settling conflicts and promoting

feelings of solidarity either inside the learners’ community or outside it, i.e. at a national and

international level (Cates, 2002, Cabesudo et.al, 2008).

A comparison between the four textbooks shows an imbalance in their representation of

tasks dealing with global issues. In fact, the textbooks do not give equal concern to the

development of global skills. Activate and Perform, for instance, represents a more varied

range of global tasks than other textbooks. Those tasks include critical thinking tasks, role

plays, project work, decision making tasks etc. The imbalance in the representation reflects

the textbooks’ writers’ unawareness of the importance of global issues in forming global

citizens who are good language speakers and active actors in their community. They seem to

be interested in teaching language forms and use the content as a context for language

teaching and practice. They do not seem to be aware of the educational dimension of foreign

language teaching and its role in developing students and societies.

5. Conclusion

This research has dealt with the representation of global issues and tasks in four EFL

textbooks for Tunisian secondary school students. It made use of content analysis and

frequency distribution of tasks and skills to evaluate the proportion of global issues in

comparison with general topics, and the proportion of tasks teaching global skills in

comparison with tasks teaching and reinforcing language and language skills. The results
have shown that general topics and tasks outnumber global issues and tasks dealing with

global issues. Since the number of topics is small, students have little exposure of the

problems occurring in the world, which in turn, affects their awareness of those issues and

their likeliness to act. The lack of tasks as well will not enable them to analyze, discuss,

and solve those problems either by thinking of possible solutions or by acting within their

communities or within international organizations.

Due to their low potential for coping with the demands of the 21 st century, textbooks

should be modified in ways that prepare learners to act as members of their community

and members of the world. The textbooks evaluated can be changed in a number of ways.

There should be more representation of global issues in their content. For instance, diverse

and especially current topics can be included such as terrorism, religious extremism, wars,

and intercultural communication. Intercultural communication is a topic that should be

given importance because of its importance in people’s lives, studies and businesses.

Curriculum designers claim that English language syllabi prepare learners to communicate

with others. However, the analysis of textbooks showed that there is no focus on

intercultural communication issues such as the identification of the sources of

misunderstanding in communication and ways to settle them.

Tasks should be more varied and more frequent. They have to emphasize the

acquisition of global skills such as problem solving, cooperation, decision making, critical

and creative thinking and conflict management because they will have an e effect on

learners’ personality. They prepare learners not only to be citizens of the world but also to

be successful people in life by enabling them to find solution to their own problems, take

appropriate decisions, rely on themselves and cooperate with others, and settle conflicts in

their social milieu. Teachers can vary their teaching activities by cooperating with

teachers of other subjects concerned with citizenship education such as history, geography
and civic education. They can design cross-curricular activities and benefit from other

subjects’ content and teaching methods. More research should be conducted on Tunisian

EFL textbooks to find ways to make them cope with increasing learning demands of the

today’s ever-changing world.

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