This study analyses six Middle School English textbooks accredited by the Ministry of Education in Korea, focusing on their representation of environmentally related issues and the human-induced climate change crisis in particular. Having identified a lack of content analysis research regarding the structuring of learning around real-world issues pertinent to the students, the authors examined the books for: (1) climate change related ideas that are misleading or ill-informed; (2) the extent to which the books promote environmental awareness; and (3) how their content might be altered to reflect current calls for an interdisciplinary approach to environmental education. The findings reveal a lack of attention to the causes and ramifications of climate change and their impact on climate, water, food, human health, the natural environment, and infrastructure. In view of the urgent need to address these problems, this study recommends that the world view projected in English textbooks be expanded through a content-based approach, to include attention to the anthropocentric issues students will face throughout their lives. It is also recommended that future research explore student perceptions regarding appropriate content and educational approaches for Middle School English textbooks.
1. Introduction
2. Literature Review
3. Research Method
4. Analysis and Discussion
5. Conclusion
Works Cited