Thinking Green: Analyzing EFL Textbooks in Light of Ecological Education Themes

Abstract

The present study aimed at examining English as a Foreign Language (from now on as EFL) textbooks on ecological education key global themes in language teaching, since EFL teaching should not only be restricted to the development of learners’ language proficiency but also to empower them to improve thinking skills that can be worthwhile in ecological sustainability. The study followed a conceptual content analysis design where EFL materials were read recursively to match global themes. Themes were assessed against a developed content analysis checklist. For the purpose of analysis, data were gathered distinctly from 10^th grade textbooks in the academic year 2013/2014. The examination of data was completed through descriptive and critical analysis. The study reported that only more than one third (34.57%; 33.33% respectively) of EFL textbook content involved types on sensitivity to ecological problems as well as ecological skills development. About 19.75% of the content reflected ecological knowledge. Another 12.35% of the content echoed ecological contribution themes. The study, however, came to a conclusion that entails that as given EFL textbook scarcity of global ecological themes, more responsibility of language teachers was emphasized in relation to raising students' awareness towards ecological themes by means of developing their language skills in meaningful theme-based communication.

Keywords: Communicative competence, Ecological Education, EFL textbook, Jordan.