Alignment Between Curriculum And Textbooks Of English Language At Secondary Level: An Evaluation Of English Language Curriculum Objectives

Abstract

The research attempts to explore the alignment of English language curriculum objectives against the content of the textbooks prepared by Punjab Curriculum and Textbook Board (PCTB) which are being used at secondary level in Punjab, Pakistan. The study intends to identify the success of textbooks in achieving what the curriculum directs — examining the issue focused on the extent to which textbooks aid the curriculum in promoting, for instance, reading comprehension, vocabulary, grammar, and writing skills. An analysis through Bloom’s Taxonomy looks at textbook questions in terms of Lower-Order Thinking Skills (LOTs) and Higher-Order Thinking Skills (HOTs), focusing in particular on the understanding, applying, analyzing, and evaluating of the content of the curriculum’s learning objectives. On an analysis of textbooks of grades 9 & 10, it is observed that most textbook questions relate to LOTs and that much more time is spent writing HOTs, which helps the students critically engage with literary content, grammatical structures, and thematic analysis. Additionally, the paper uncovers gaps in the current alignment, specifically that creative writing and open-ended tasks that enable Creating (the highest level of cognitive skills in Bloom’s Taxonomy) are underrepresented in both the Foundational and Creative Learning Areas. Tasks that require critical thinking and creativity, including free writing, analysis of complex texts, and evaluation of real-world applications to help increase the inclusion of HOTs in the classroom, are recommended. Through this study, we provide lessons for educators and curriculum developers on striking a proper balance between LOTs and HOTs to provide a more complete language skills development at the secondary levels.