Fostering Libyan Fifth Grade Pupils’ “Glocal” Identity through English Language: An Analysis of the 21st Century English for Libya Primary 5 Pupil’s Book

Abstract

This study was conducted to analyze the 21st Century English for Libya Primary 5 Pupil’s Book to investigate how the English language functions (vocabulary and grammar) are mapped onto specific GCED themes (Identity, Environment and Rights) in the it and how it utilizes the English language to foster a “Glocal” identity for the Libyan learners. It also aimed to identify the noticeable constraints in the book that might hinder EFL leaners’ learning. Systematic qualitative review and content analysis design were chosen to achieve the research objectives and answer the research questions. Although the book had some constraints, such as heavy dependency on external sources and the minor linguistic error that may hindered pupil’s learning process, it is a sophisticated curriculum in which GCED themes are successfully integrated into the linguistic framework and the tasks effectively construct pupils’ “Glocal” identity. The analysis also revealed that the environment theme is the dominant theme.