Investigating Citizenship Discourse Features Represented in the Algerian EFL Secondary School Textbook (Case study: 1AS Textbook)

Abstract

The present study aims at investigating the citizenship discourse features in the first year secondary school textbook of English. This study adopted a mixed method: the analytical descriptive approach and the content analysis method, conducted on a sample document; The 1 AS Textbook, and a sample group of teachers from the secondary school. Two tools were used to conduct this research. The first instrument is a checklist to list out and analyze the citizenship discourse features that are factually represented in the 1st year secondary Textbook followed by a teacher-oriented questionnaire designed to find out the teachers’ perspective on citizenship discourse features included in the textbook. Results have revealed that there are seven citizenship dimensions in the 1AS textbook, reaching a total of 385 frequencies distributed over seven dimensions which cover thirty-one features. The request feature in the moral dimension is the most frequent feature in the content while the old society traditions and the old humanity culture are the least illustrated in the textbook.