A CORPUS-DRIVEN ANALYSIS OF SOCIAL AND LINGUISTIC BALANCE IN THE PTB 7TH GRADE TEXTBOOK

Abstract

The primary goal of the current study is to examine the PTB 7th grade textbook using Fairclough's (2002) critical language awareness approach to the textbook's exercises, questions, and material. The current study's research questions align with the stages of critical language awareness proposed by Fairclough (2002). The corpus of the seventh-grade PTB English textbook, which is analyzed in relation to the stages of the reading process, serves as the data collection for the current study. English 7th grade is the title of the books used for analysis. The research's conclusions show that, aside from the stages of reflection and systemization. Only 90 of the 196 problems in the PTB seventh-grade textbook are related to the stage of reflection, and 72 are related to the step of systemization. The most crucial phase of CLA is the development of practice and explanation, which was not suggested in the text or included in the textbook's questions. The current study's overall conclusions demonstrated that students had fewer opportunities to engage in critical language study or critical pedagogy. Students' learning outcomes were impacted by the seventh-grade PTB textbook's failure to meet their social and linguistic demands. The results of this study have implications for the future. Teachers, students, and curriculum designers can all benefit from the CLA approach by understanding the intricate and dynamic relationship between the reading process and the CLA and by coming up with innovative ways to develop and reconstruct the curriculum to meet students' social needs within their linguistic needs and develop critical thinking skills.