A Critical Discourse Analysis Of The Punjab Textbook Board English Textbooks At Secondary Level: An Insight Into Ideological Perspective

Abstract

Textbooks are not only the basic resource of learning but the most crucial one in developing certain beliefs and ideologies as well. Moreover, ‘School textbooks are assumed to be important socializers’ (Kalmus, 2004). Textbooks development depends on reforming of the curriculum. There might be certain socioeconomic conditions behind any reform of the curriculum. The best way to unfold the ideologies from textbooks and to answer the way of their being part of the curriculum is to have a close critical look at their ideological discourses. To study these implicit as well as explicit factors in textbooks, the present study focuses on the Critical Discourse Analyses (CDA) of English textbooks at secondary level (9th& 10th) published by PTB Lahore in years 2010 & 2016. English textbooks published by PTB Lahore are mainly taught in Public Urdu Medium Schools and Non-Elite English Medium schools all over the Punjab. The description of these schools is given in the literature review in detail. This study focuses on the micro as well as macro factors of the ideological discourses of English textbooks.