Demystifying Intertextuality: Mapping a New Pedagogical Framework for ELT Materials
A New Pedagogical Framework for ELT Materials
Abstract
English Language Teaching (ELT) has been exposed to a variety of models and practices throughout history as the needs of a specific era has been transformed into novel perspectives and critical dimensions. Instructional materials have been shaped by these needs and transformations required by a specific era. Instructional materials hold a pivotal role in shaping language learners’ linguistic and sociolinguistic competencies as instructional materials possess the backbone of teaching language processes. However, critical thinking skills and critical literacies do not mostly exist in these instructional materials in that these tools are organized around stake exams and assessment-oriented system, which is an impeding factor to foster critical literacies in language teaching contexts. To address this gap, this qualitative document analysis scrutinizes 9th graders English coursebook utilized in Anatolian high schools in Türkiye. By considering researcher’s reflexivity as a credible tool, this study exerts a reflexive document analysis procedure implemented by the researcher by utilizing a checklist consisting of intertextual dimensions categorized by Muhlise Ögeyik (2008) as a proponent of intertextuality in the Türkiye setting. Ultimately, the aim of this study is to scrutinize intertextual elements resided in a specific coursebook and thereby it highlights the significance of coursebooks as instructional materials to enhance stakeholder awareness toward fortifying critical literacies by means of intertextuality.
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