National Symbols and Linguistic pedagogy: A Critical Examination of Patriotic Elements in First-Grade Intermediate English Textbooks in the Iraqi Educational Context

Abstract

This research delves into examining how Iraqi national symbols and elements of patriotism are portrayed in textbooks used in Iraqi first grade intermediate schools. The study utilizes a mixed method approach incorporating both quantitative analyses to assess the presence and nature of content, in these educational materials. The key findings reveal a lack of national symbols and stories in these textbooks, which could have a significant impact on students perception of their national identity and cultural heritage. Emphasizing the importance of including elements in language education to in still pride and strengthen ties to one’s background the study also explores the implications of this cultural gap within linguistic teaching methods. It stresses the necessity for an educational content that respects and represents both global and local cultures equally. This balance is crucial for cultivating a worldview among students while upholding their sense of identity. Providing suggestions for curriculum developers and educators the study advocates for an approach that reflects cultural perspectives in language education materials. By addressing this disparity in content it aims to enhance learning experiences and reinforce students connection, to their national identity alongside promoting global awareness.