The Representation of Citizenship in English Language Teaching: Inclusivity in Reading Texts

Abstract

This study examined the inclusion of citizenship in EFL texts. Jordan is increasingly focusing on educating learners about citizenship and its responsibilities. This study analyzes reading comprehension texts in Action Pack 11 textbooks to evaluate how citizenship is integrated into the curriculum. This study followed a descriptive research strategy. Thus, the checklist served as a data collection instrument. Based on the low-frequency rates for the citizenship domains, this study found that the reading comprehension texts in 11th-grade English textbooks did not frequently cover the theme of citizenship. In contrast, the domain of moral traits was the least common, while social standing and legal status were the most common. There were many repetitions in the textbook, with the "gender" code being the most common and having the highest percentage of repetition. It was concluded that there is no meaningful discussion of citizenship in Action Pack 11, the eleventh edition of the English language textbooks, covering all 3 of its domains. In addition, it was noticed that the majority of the inclusion of citizenship was noted in the social value domain, with the social role domain having the highest frequency of reading texts. The lack of emphasis on citizenship in English language textbooks may limit students’ understanding of their roles and responsibilities as citizens. Educational materials must provide a comprehensive understanding of citizenship across all domains to promote civic engagement and awareness.