Author: Irma Cela
Cela, Irma, 2025 Analysing English language textbooks and Teacher’s Views in Italy: Meaning-making perspectives, Flinders University, College of Humanities, Arts and Social Sciences
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Italy has undertaken significant educational reforms in recent years, aimed at improving English language teaching (ELT) in alignment with European standards, particularly through the adoption of the Common European Framework of Reference for Languages (CEFR). These textbooks are used nationally by English teachers to support learners aged 11–14 in the Italian lower-secondary school system. Given the central role that English language textbooks play in language learning in Italy, this thesis study provides an in-depth evaluation of the textbooks used in Italian middle schools.
Employing a Systemic Functional Linguistics (SFL) framework underpinned by Halliday’s (1978) model of language as a meaning-making resource, and a genre-based approach drawing on the work of Martin and Rose (2007) and Feez and Joyce (1998).the study examines the textbooks' language resources, including genre, register, discourse and lexicogrammar, to assess their alignment with CEFR standards and their capacity to support the development of communicative competence and meaning-making potential in the target language.
The research employs a mixed-methods design combining a qualitative analysis grounded in SFL of the Twenty-One (21st Century Competences) textbook series with descriptive statistical analysis of survey data from 111 teachers and thematic analysis of interviews with five teachers.
The main findings reveal significant gaps between the textbooks and CEFR standards. The range of genres is limited, with insufficient model texts. In addition, there is limited exposure to various power dynamics and social interactions in texts, and language progression across levels is minimal. The textbooks predominantly feature artificial, scripted dialogues that fail to reflect authentic, real-world communication. These dialogues provide limited opportunities for students to engage with language in meaningful contexts, as they are often over-simplified or disconnected from normal language use. In addition, the textbooks place heavy emphasis on grammar and vocabulary drills which are often presented in isolation rather than integrated into authentic discourse. Consequently, these textbooks do not provide sufficient opportunities for students to explore how grammatical and linguistic choices function within context, limiting their ability to understand how language is used in real-life scenarios. Although the CEFR emphasizes an integrated approach that develops linguistic, sociocultural, and pragmatic competencies through communicative activities, the textbooks primarily focus on linguistic competencies, neglecting the sociocultural and pragmatic dimensions essential for effective communication.
Findings in this thesis from the teacher survey and interviews reinforce these limitations. Teachers reported a reliance on textbooks which are often selected without their input. They described the textbooks as grammar-focused and primarily aimed for exam preparation. They also highlighted challenges such as time constraints, curricular rigidity, and limited opportunities to integrate supplementary resources. Teachers expressed a need for professional development to stay up to date with current methodologies and to effectively select and adapt materials that align with CEFR-based pedagogical approaches. Based on these findings, the thesis recommends adopting an approach to language learning that contextualizes language use by incorporating SFL and genre theory. By incorporating a diverse range of authentic texts and genres, students can explore how language choices enact meaning in different social contexts, consistent with Halliday’s view of language as a resource for making meaning, thereby developing the communicative skills needed to perform effectively across various situations. This method aligns with the CEFR emphasis on communicative competence and real-world language use. Furthermore, providing professional development in SFL and genre theory empowers teachers to gain a deep understanding of language as a meaning-making resource, enabling them to guide students in analysing and producing the kinds of texts they will encounter in both academic and real-world contexts.
This thesis highlights the value of applying SFL and a genre-based framework in textbook evaluation. An SFL-informed, genre-based framework serves as a principled tool for analyzing how language is represented in textbooks and how meaning is construed through texts and tasks. In addition, the thesis provides practical guidance for teachers in making informed pedagogical decisions, and for textbook developers in designing resources that present language as a tool for meaning-making rather than merely as a system of rules.
Keywords: Systemic Functional Linguistic (SFL) Textbook analysis
Subject: Linguistics thesis
Thesis type: Doctor of Philosophy
Completed: 2025
School: College of Humanities, Arts and Social Sciences
Supervisor: Jeffrey Gil