Examining Text and Context in the Ethiopian English Classroom: A Focus on Second Cycle Grades Seven and Eight

Abstract

The objective of this study was to examine the contribution of teachers and students in designing grade seven and eight English texts. The analysis of the texts focused on the power dynamics and level of freedom afforded to teachers and students in creating contextually relevant materials. A mixed-method approach was employed to gather comprehensive data for the research. Following data collection, a descriptive analysis method was utilized to identify specific contexts in which the texts were written and to evaluate the extent of influence and agency granted to teachers and students. The overarching goal of this research was to explore the role and power dynamics between teachers, students, and the context within the design of English texts for grade seven and eight learners. The findings revealed a significant disparity between the designed texts and a natural English learning environment as a foreign language. The involvement of teachers and students in the text design process was limited. Based on these findings, recommendations are provided to enhance English as a Foreign Language text, particularly for grades seven and eight. The results of this study can offer valuable insights for educational administrators, syllabus designers, material developers, teachers, and learners alike.