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AN ANALYSIS OF LEXICO-SEMANTIC VARIATIONS IN PUNJAB ENGLISHTEXTBOOKS (GRADE 9-10) | Journal of Applied Linguistics and TESOL (JALT)
Abstract
Abstract
This study investigates the lexico-semantic differences existing in Grade 9 and 10 Punjab English textbooks witha focus on how Islamic, cultural and socio-religious information influence the linguistic representation ofPakistan. It recognizes English as a colonial heritage that is embedded within the national identity and thusexplores how the curriculum mediates global English standards and local derived ideological content. Based ona structural lexico-semantic analysis model for content analysis, the study identifies and classifies lexical elementsthat carry an Islamic and cultural meaning and examine how they affect formation of conceptualizations andsemantic patterns in the textbooks. The study also examines the expression of Pakistani English (PakE), anativized language in terms of vocabulary and meaning constructions as a way of highlighting the mechanism bywhich cultural and religious values of the locals are incorporated into the language pedagogy. This fact isaccompanied by the policy context, according to which the use of Islamic terms and religious stories aremandatory, which serves to understand the active process of linguistic nativization and semantic adaptation. Theresults show that the translation of textbooks does not simply repeat itself, but it actually produces lexico-semanticdifferences that incorporate moral and religious codes, thus developing a culturally particular model of Englishlanguage education. The study plays an important role in comprehending the role of language policy andcurriculum development in shaping national and cultural identities through English language education inPakistan, and suggests that textbooks form an essential part of codifying and maintaining a unique socio-culturalassortment of English that meets the cultural integration and ideology-strengthening goals of Pakistan.
This study investigates the lexico-semantic differences existing in Grade 9 and 10 Punjab English textbooks witha focus on how Islamic, cultural and socio-religious information influence the linguistic representation ofPakistan. It recognizes English as a colonial heritage that is embedded within the national identity and thusexplores how the curriculum mediates global English standards and local derived ideological content. Based ona structural lexico-semantic analysis model for content analysis, the study identifies and classifies lexical elementsthat carry an Islamic and cultural meaning and examine how they affect formation of conceptualizations andsemantic patterns in the textbooks. The study also examines the expression of Pakistani English (PakE), anativized language in terms of vocabulary and meaning constructions as a way of highlighting the mechanism bywhich cultural and religious values of the locals are incorporated into the language pedagogy. This fact isaccompanied by the policy context, according to which the use of Islamic terms and religious stories aremandatory, which serves to understand the active process of linguistic nativization and semantic adaptation. Theresults show that the translation of textbooks does not simply repeat itself, but it actually produces lexico-semanticdifferences that incorporate moral and religious codes, thus developing a culturally particular model of Englishlanguage education. The study plays an important role in comprehending the role of language policy andcurriculum development in shaping national and cultural identities through English language education inPakistan, and suggests that textbooks form an essential part of codifying and maintaining a unique socio-culturalassortment of English that meets the cultural integration and ideology-strengthening goals of Pakistan.