This master’s thesis investigates the representation of values in English language textbooks used in Slovenian grammar schools. The theoretical part focuses on value education, its meaning, need and importance. Values are also looked at within the Slovenian context, where national syllabuses for the English language are examined. The empirical part consists of two parts. For the purpose of this research, three EFL textbooks of the same proficiency level which are used in Slovenian grammar schools were selected. The first part of the research focuses on the representation of values in reading texts of the selected EFL textbooks. The main purpose was to find out which categories of values are represented most frequently and whether there are any differences between the textbooks. In the second stage of the research, pre-reading, while-reading and post-reading activities were identified and examined. The objective was to determine the percentage of reading activities which focus on the practice of the linguistic skills and compare it to the percentage of activities which promote reflection on the values. Results show that the predominant values across all three textbooks are multicultural. However, there are many differences in the frequency of other categories of values, such as intellectual, achievement, aesthetic values, and others. The analysis of reading activities revealed that their main focus is on the acquisition of linguistic knowledge. Consequently, the number of activities which engage students in debating about values, critical thinking or problem solving is significantly lower.
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