This study examines the representation of the Sustainable Development Goals (SDGs) in English language syllabus and English language senior high-school textbooks in Turkey. Also, the learning objectives associated with these SDGs are explored. In doing so, the syllabus and the textbooks including Teenwise, High School English 10, Silver Lining and Count me In were investigated and semi-structured interviews were held with 11 high-school teachers to gain a further insight of the place for SDGs and the related learning objectives in the language high school programme. Drawing on the qualitative analysis, the study points out that the syllabus has low frequency of SDGs and that there is a tendency in the textbooks to include the theme of health; related to the SDG of Education for Sustainable Development (ESD). It is also concluded that the learning objectives set for ESD are mostly cognitive-oriented. However, interviews reveal that teachers favor a variety for the incorporation of SDGs in textbooks to create an awareness for the learners about particular challenges and solutions to them as they believe prioritizing the sustainability in textbooks can help to secure a sustainable future. Implications for pedagogy are discussed and elaborated.
|Journal||European Journal of Education|
|Publication status||Acceptance date - 20 Jan 2021|