an analytical study of the 21st century skills included in the english textbooks for the eleventh and twelfth grades in palestine
This study seeks to analyze the 21st century skills included in the English textbooks for the eleventh and twelfth grades in Palestine. These skills are learning and innovation skills; information, media, and technology skills; and life and career skills. This qualitative, descriptive, and analytical study examines the extent to which these skills are integrated into the targeted textbooks by determining the percentages of skill frequencies. It also examines how often the 21st century skills are emphasized in the eleventh and twelfth grade English classes. Based on the previous literature review and the Partnership for 21st Century Learning Model, the researcher modified a content analysis card and classroom observation checklist to classify the 21st century skills that fit the Palestinian context. A committee of experts from Birzeit University reviewed the card to determine its validity and a second analyst analyzed parts of the targeted textbooks to determine the study's reliability. The data revealed that the targeted textbooks integrate 21st century skills with different frequencies for the main skills. Learning and innovation skills received the highest percentage of (80%) in the 11th grade textbook and (70.8%) in the 12th grade textbook. Life and career skills were the second, with a percentage of (19.1%) in the 11th grade textbook and (29.2%) in the 12th grade textbook. The lowest percentage was for information, media, and technology skills, reaching (0.9%) in the 11th grade book and (0%) in the 12th grade textbook. Not only did the results show variation in the percentages and frequencies of basic skills, but also variation in all subskills. The results confirmed that only six subskills’ indicators out of a total of fifty-four always occurred in the observed classes, two indicators occurred often, seven indicators occurred sometimes, fourteen indicators occurred infrequently, and twenty-six indicators never occurred in the observed classes. Recommendations are made to achieve an appropriate balance in the distribution of 21st century skills in the content of the targeted textbooks based on international standards. Moreover, to enrich the content of the textbooks by incorporating other stimulating materials and activities, and to provide English language teachers with workshops so they can integrate the required 21st skills into their teaching practices. (Author’s abstract)