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A Critical Analysis of Moral Values in Vietnam-Produced EFL Textbooks for Upper Secondary Schools

  • Le Van CanhEmail author
Chapter
Part of the English Language Education book series (ELED, volume 9)

Abstract

Drawing on critical language pedagogy theories, this chapter presents the results of an analysis of moral values embedded in Vietnam-produced EFL textbooks for upper secondary schools. As it is revealed that while both Vietnamese and universal moral values are presented in the textbooks, the learning activities are not adequate to engage students in reading, writing, observing, debating, role play, simulations, and the use of statistical data to develop skills in critical thinking, decision making, and problem solving. The chapter concludes with some suggestions to address this drawback if English education in Vietnam is to enable Vietnamese young generations to develop their linguistic and cognitive skills, social awareness, emotional well-being, critical thinking, and a tolerant world view in order to function competitively in the multilingual and multicultural world.

Keywords

Critical language pedagogy Global citizenship Moral responsibility Moral values Vietnamese secondary schools 

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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.Center for Foreign Language Education ResearchVietnam National UniversityHanoiVietnam

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