This book investigates the representation of Environmental Education (EE) in Moroccan textbooks using an Ecolinguistic and semiotic analysis.
To this end, three textbooks have randomly been selected from the list of available official textbooks.
A content analysis was adopted to examine how EE is represented both linguistically and semantically.
The occurrence of certain linguistic features, namely nominalization, verbs, and passive voice which indicate willingness to hide the real agent behind the action.
The study has also revealed that the content of the three selected textbooks is rich in terms of environmental aspects with few local environmental references.
In addition to content analysis, a semiotic analysis, chiefly Barthes’ framework (1972), was used in order to analyze three introductory images.
All in all, this book is an endeavor to measure the effectiveness of English textbooks with a pure emphasis on environment using a mixed method approach.
This study suggests important pedagogical implications on curriculum designers, textbook writers and English teachers, for the finding are hoped to draw attention to vital aspect which has been neglected in curriculum design.
Mounya M’RABTI, an EFL teacher, obtained her MA in Applied Linguistics from Moulay Ismail University, Meknes Morocco.
Currently, she is pursuing her PhD studies in Applied Linguistics at the school of Arts and Human Sciences.
Her major fields of interest are Applied Linguistics, Semiotics, Environmental Education, and Ecolinguistics.
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