Israel is one of many countries in which English is not the spoken language. In these countries, it is of the utmost importance for students to acquire literacy in English as a foreign language (EFL) to support their entry into higher education and enhance their social and business opportunities. However, many students do not acquire adequate literacy skills by the conclusion of their elementary school years. To obtain these skills, the curriculum as reflected in EFL textbooks must include extensive and accurate content related to the constructs of the English language. This study aimed to explore to what extent literacy instruction components, as defined by research, are incorporated into textbooks that are commonly used for teaching EFL in elementary schools in Israel according to teacher self-reports. The textbook examination was based on the research-based literacy components aligned with the Science of Reading for English as a first language and on additional EFL literacy instruction components. The findings indicate that textbooks inadequately cover theory-based instructional materials for each of the literacy components. The conclusions of this study can be used to raise awareness regarding how EFL literacy instruction in Israel may be improved by providing theory-based textbooks.
Bibliographical notePublisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Nature B.V.
- EFL literacy instruction components
- EFL textbooks
- English as a foreign language (EFL)
- Theory-based literacy instruction
ASJC Scopus subject areas
- Neuropsychology and Physiological Psychology
- Linguistics and Language
- Speech and Hearing