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This study intends to unveil the imbalance in gender portrayal, reflected in English textbooks, used at the primary level in the four provinces of Pakistan.

Within the framework of feminist critical discourse analysis (FCDA), this paper aims to explore the ways in which gender stereotypes and ideologies are inculcated through the discursive schemes in the selected textbooks. The methodology adopted is to connect the linguistic features in the texts (the Micro) to the social factors (the Macro). The analysis has been done on two levels: on the first level, the content analysis was employed to quantify the gender representation in the textbook. On the second level, the discourse analysis was carried out to view gender stereotypes in the wide spectrum of social norms.

The results of this study reveal a significant disproportion and imbalance in gender representation in the four books. They clearly show that the textbooks in Pakistan contribute to the socialization of children in a very traditional and stereotypical way. The findings of the study recommend extensive awareness at societal level in general, and particular reforms in the education sector for a step toward a progressive and prosperous society.

The current paper is innovative as it demystifies how gendered ideologies are ingrained in the curriculum, used for English language teaching in a developing country like Pakistan. It fosters the value addition in existing research since it investigated the gender disparity systematically by employing quantitative content and qualitative FCDA.

Despite growing interest in the intersection of supply chain management (SCM) and management accounting (MA) in the academic debate, there is a lack of understanding regarding both the content and the delimitation of this topic. As of today, no common conceptualization of supply chain management accounting (SCMA) exists. The purpose of this study is to provide an overview of the research foci of SCMA in the scholarly debate of the past two decades. Additionally, it analyzes whether and to what extent the academic discourse of MA in SCs has already found its way into both SCM and MA higher education, respectively.

A content analysis is conducted including 114 higher education textbooks written in English or in German language.

The study finds that SC-specific concepts of MA are seldom covered in current textbooks of both disciplines. The authors conclude that although there is an extensive body of scholarly research about SCMA concepts, there is a significant discrepancy with what is taught in higher education textbooks.

There is a large discrepancy between the extensive knowledge available in scholarly research and what we teach in both disciplines. This implies that graduates of both disciplines lack important knowledge and skills in controlling and accounting for SCs. To bring about the necessary change, MA and SCM in higher education must be more integrative.

To the best of the authors knowledge, this study is first of its kind comprising a large textbook sample in both English and German languages. It is the first substantiated assessment of the current state of integration between SCM and MA in higher education.

Teachers, students, librarians, scholars and domain experts often spend a lot of time and effort to select good and suitable textbooks. This study aims to propose and construct a computer-aided bibliometric system to rate textbooks. Through the software system designed here, the quality of every textbook can be easily and quickly known. This system will benefit both scholars and librarians.

Four methods were used to evaluate textbooks in this study, including: questionnaire recommendation analysis, dissertation citation analysis, library circulation analysis and bibliography analysis. The system architecture includes three subsystems: the textbook indexing and searching subsystem, the statistics added-value analysis subsystem and the citation report inquiry subsystem. An example demonstrates the usability and validity of the proposed method and system. The example uses surveying textbooks. The following percentages were used in the correlation calculation: textbook citation percentage (TCP), textbook library circulation percentage (TLP) and textbook recommend percentage (TRP).

There are three textbook assessment methods applied in this study, including: dissertation citation, library circulation and questionnaire recommendation. Dissertation citations for textbooks have a high correlation value with library circulation. The frequency correlation calculation was 0.7, while the TCP, TLP and TRP correlation calculation was 0.84. Therefore, the dissertation citation method can be accepted to evaluate textbooks effectively.

To the best of the authors’ knowledge, this is the first work related to evaluating surveying textbooks using a computer-aided bibliometrics system that can deal with large amounts of data and generate results quickly. This can be applied to other fields as well.

This chapter briefly explores selected English and general education policy documents, curricula, and textbooks within the context of Kingdom of Saudi Arabia (KSA) from a Critical Discourse Analysis perspective and examines how they have changed pre- and post-21st century. First, a policy document related to education in KSA in general (pre-21st century) is analyzed along with an English language teaching (ELT) policy document of the same period. Next, two general policy documents post-21st century are explored, followed by one related to ELT policy. Finally, one post-21st century document related to higher education is discussed. The “network of practices” within which these documents are situated are first detailed, as well as the structural order of the discourse, and some linguistic analysis of the choice of vocabulary and grammatical structures (Meyer, 2001). Issues which might be problematic to the learning and teaching identities of the students and teachers interpreting these documents are also highlighted. Finally, we consider whether the network of practices at this institution and KSA in general “needs” the problems identified in the analysis and critically reflect on the analysis.

This study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS).

Descriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency.

The study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook–question paper mismatch hampers Bloom's taxonomy-based cognitive skills.

This research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes.

The research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS.

As publishers and academia swiftly head towards e-textbooks, it is important to understand how students feel about using e-textbooks as a primary learning tool. This paper discusses results of a small-scale study looking into how a group of language learners view and use e-textbooks as learning tools in ESL classrooms. The paper concludes by offering teaching implications that could ease integrating e-textbooks in language classrooms in a more effective and efficient manner.

The purpose of the study is to look at Chinese English as a foreign language (EFL) learners’ organizational strategy use in English writing at universities in Taiwan. One significant area that has been indicated in contrastive rhetoric studies spins around the notion of culturally constructed organizational patterns. It is claimed that second language (L2) writers may have implicit culturally driven presuppositions and values about academic writing in the first language (L1) that may transfer straightforwardly to academic writing in English.

Data were from 50 high- and 50 low-achieving EFL students’ and 50 native English speakers’ (NESs’) written texts, and semi-structured interviews with EFL students and their teachers.

Based on text analysis, when high-achieving EFL students and NESs were compared, they were similar in location of thesis, existence of introduction, existence of topic sentences, macro-level patterns, existence of conclusion, existence of a concluding sentence and existence of a final comment, but different in existence of background information. Nonetheless, it is noted that low-achieving EFL students were quite different from high-achieving EFL students and NESs in several aspects, such as location of thesis, existence of introduction, existence of topic sentences, macro-level patterns, existence of conclusion, existence of a concluding sentence, and existence of a final comment. In addition, the written texts and interview findings suggest that while cultural differences do, in fact, exist, Chinese writers’ English organizational strategy use were to some extent intertwined with their writing experiences and teachers’ writing instructions. The results also suggest the flexibility of writers and multiplicity of writing experiences within a cultural group.

The study makes original recommendations for language pedagogy.

This paper aims to compare the Greek and Chinese rhetorical traditions and explore their influences on today’s business and marketing communication across relevant cultures. In particular, it uses the Aristotelian persuasive orientations as reference points to introduce the Chinese rhetoric, and interpret cultural differences in persuasion from a historical and sociocultural perspective. It has been found that Greek and Chinese rhetoric and persuasion were developed to meet the needs of the social and cultural environments and this rule still applies to today’s business communication. The logical approach has been emphasised in the English rhetorical tradition while both qing (emotional approach) and li (logical approach) are the focus of persuasion in the Chinese tradition. This difference is also the root of cultural differences in modern business communication. Findings from both English and Chinese texts and data are examined to substantiate our focal argument.

The case presents the efforts of Dr. Dhanesh Jain, founder of Ratna Sagar Publications to innovate in children's publishing space. His innovations received mixed response. Commercial success was delayed. Adoption of innovations by the educational institutions did not happen as expected, the innovations, however, created opportunities for other business ventures. Dr. Jain is wondering whether the innovation efforts were worth their while.

When bilingual teachers are first hired, many say they are pressured to teach material only in English (Menken, 2008). Removing instruction in a child’s native language is not likely to improve scores on English standardized tests (Rolstad, Mahoney, & Glass, 2005), and long term, English-Only instruction reduces academic success and reduces graduation rates (Iddings, Combs, & Moll, 2012). This chapter looks at bilingual classrooms in a Texas school district, through classroom observations, interviews, and a large-scale survey seeking to answer the question, what do officially bilingual classrooms look like when they operate monolingually? Results showed that administrators exerted pressure, and teachers used methods they expected not to work. Some bilingual classrooms had teachers who either could not speak Spanish, or chose not to. Because classrooms operated without the legally required amount of first-language instruction, the district’s “bilingual” programs undermined accountability data while harming emergent bilinguals. Teacher educators have not prepared bilingual teachers for the reality of anti-bilingual schools. New teachers need to know how to not only implement research-based instruction but also defend their instructional choices. Wherever lawmakers, agencies, and administrators have allowed transitional bilingual programs to become de facto monolingual, there may be a role for colleges of education to play, monitoring, assisting, and, if necessary, publicizing lack of compliance. Study findings are limited to one specific district; even in districts with similar phenomena, the manner in which a bilingual program ceases to be bilingual will vary substantially.