نوع المستند : المقالة الأصلية
المؤلف
كلية التربية جامعة الملك فيصل
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلف [English]
This study aimed to analyze the educational discourse in Arabic language textbooks used in public education in the Kingdom of Saudi Arabia, with a focus on identifying the nature of the discourse and the explicit and implicit values embedded within these curricular texts. It sought to reveal the linguistic patterns, discourse strategies, and educational messages presented to students across different educational levels.
The study adopted a critical discourse analysis (CDA) methodology using a specially designed analysis tool that examined key discourse components such as text type, language features, value patterning, and cognitive depth. The study sample consisted of selected instructional units from three official textbooks: "My Beautiful Language" (Elementary), "My Eternal Language" (Intermediate), and "Linguistic Competencies" (Secondary).
The findings revealed a progressive construction of educational discourse across the three levels, starting with direct value transmission in elementary texts, evolving into more nuanced and conceptual presentation of values in intermediate texts, and culminating in critical, dialogic, and reflective discourse at the secondary level. While ethical, national, and religious values were dominant, there was limited representation of modern, global, and digital citizenship-related values. The results also highlighted the role of classroom activities in supporting value internalization. The study recommends updating the value content of textbooks in line with contemporary societal transformations and redesigning their discourse to be more inclusive, dynamic, and future-oriented.
الكلمات الرئيسية [English]
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