The Representation of Moral Values in EFL Textbooks for Primary School: A Critical Discourse Analysis

Abstract

The integration of moral values in English educational discourses, particularly in primary schools, has been a global concern due to English’s growing importance as a global lingua franca and the impact it carries. Hence, the current study aims to analyse the representation of moral values, describe the discursive realisation of the moral values, as well as explain the essence of the moral values represented in a series of English-as-a-Foreign-Language (EFL) textbooks entitled English Chest 1, 2 and 3. This descriptive qualitative study occupies Critical Discourse Analysis (CDA) as an analytical method. In relation to CDA, Visual Grammar Theory (VGT) is also adopted as an analytical tool to elucidate the depiction of moral values in the textbooks. Based on the findings, the values of modesty (14%), perseverance (11%), friendship (10,2%), and sociability (10%) are the most frequently found in the three textbooks. However, several values such as obedience (0%), simplicity (0%), and humility (0%) are found none. The discursive realisation of the moral values has revealed that specific fundamental values such as modesty, respecting others, sincerity, and responsibility are taught through the depiction of verbal-visual images in a classroom and familial context. Other values such as optimism, orderliness, friendship, justice, and gender equality are taught through the depiction of verbal-visual images in school and social contexts. Essentially, the textbooks have implications on both primary students and teachers’ linguistic, pedagogical, and moral development, as well as raise the awareness of English textbook designers to morally develop the content of the textbooks