Document Type : Original Article
Authors
Department of Arabic Language and Literature, Faculty of Literature, Alzahra University, Tehran, Iran.
Abstract
Learning a second language is essential. Therefore, utilizing authentic content that reflects the identity, culture, nationality, beliefs, values, norms, and customs of the target language is highly important. The Arabic textbooks for secondary education in the humanities, which serve as the main content for students, as the main sources for students’ language learning, have been written based on national educational policies and curricula. The present study aims, through a descriptive-analytical method and by measuring the frequency of cultural components, to examine the representation and frequency of Iranian national identity dimensions and to critique the lack of Arabic cultural content in these Arabic textbooks. Based on localization theories in language education, the findings show that elements of Iranian-Islamic culture have been incorporated into the textbooks. However, since the culture of the Arabic language is an inseparable part of the language itself, it is impossible to achieve complete language education without attention to the culture, customs, and popular values of Arab society. The findings indicate that the national dimension appears 44% times in the 11th grade, followed by Iranian-Islamic culture with 56% instances, religious-Islamic aspects with 48% geographical dimensions with 44% in the 12th grade, and national symbols with 87.5% instances in the 11th grade. Political aspects and subcultures appear 46% and 71% times in the 11th and 12th grades, respectively. The national symbols dimension is notably absent in the 12th grade.
Keywords
Education, Localization, Arabic textbooks for upper secondary humanities, Arabic Culture, National Identity.
Introduction
Language serves as a vital tool for humans to communicate and convey beliefs, values, norms, and cultures. Language has been one of the primary means of communication among humans. Although communication can also occur through other means such as symbols and visual arts, the transfer of complex mental concepts can only be achieved through written and spoken language (Yaqoobi & Abdi, 2022, p. 190). Technological advancements have made language knowledge essential for establishing relationships. Consequently, a cultural context for teaching the language must be established in the country, referred to as “local knowledge” or “localization.” This term was first articulated by Geertz, an American anthropologist, in 1983 as knowledge rooted in a specific situation and context (Ghasempour Dehaghani et al., 2011, citing Geertz, 1983, p. 11). Localization impacts language education since each language carries its unique culture, environment, and context. Therefore, localization is a process of adapting the environment and context to the culture of the target society.
Methodology:
This research utilizes content analysis as a methodological approach to examine Arabic textbooks used in secondary education within the humanities stream. The analysis focuses on the representation of various cultural dimensions and the integration of localization theories into the educational materials.
Literature Review
Numerous studies have been conducted regarding the analysis of different sections of Arabic textbooks for secondary education. Notable research includes studies by Aghaei-Nejad (2023), Alipour (2022), and Zangeneh (2022), which explore various aspects such as visuals, revolutionary educational components, and linguistic critiques. However, these studies primarily analyze textbook sections from different theoretical frameworks without focusing on the integration of Arabic culture within the context of localization.
Discussion
Localization and its various stages are crucial in implementing educational frameworks. The analysis of educational resources demonstrates that while textbooks are crucial for delivering localized content, they often fall short in incorporating the cultural elements of the target language. Therefore, recognizing the cultural dimensions of the Arabic language is essential for creating effective educational materials.
Conclusion
This study concludes that authors must consider not only the needs of learners in designing textbook content but also the cultural dimensions of the target language (Arabic). The findings indicate a significant neglect of Arabic culture, which is a fundamental need for students. Engaging with the culture of the target language enriches the students’ understanding and fosters a more comprehensive educational experience. The theories used throughout the various sections of the textbooks include the Tree theory, Amoeba theory, DNA theory, Crystal theory, and Mushroom theory, which collectively aim to enhance local knowledge while integrating useful global elements.
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