||Taking PISA 2018 global competence assessment (OECD, 2016) as a frame of reference, this study develops the framework for the concepts of global competence. There are two main categories, nine subcategories, nineteen indicators in total. Using the content analysis method, the analysis items are used to examine the concepts of global competence in the Han-lin, Kang-xuan, and Nan-yi editions of junior high English textbooks. There are eighteen volumes and two hundred ninety-seven dialogues and readings in total. |
The findings are as follows: junior high English textbooks show a lack of texts related to “knowledge and understanding of global issues”. Only the issues of environmental pollution prevention and technological change in the world receive much attention. The issues such as global poverty, climate change and global warming, population migration, energy use and its influence on global change are only sporadically found in the English textbooks.
The issues of "intercultural knowledge and understanding" account for 20-30％ of the junior high English textbooks. In the section on indigenous culture, most of the topics focus on sight seeing, food, festivals, but pay less attention to the description of the culture of local ethnic groups. In the foreign culture section, the texts focus on the description of European and American culture with particular emphasis on the culture of western movies. In the section of culture comparison, the texts only display the content side by side without further comparison and integration. As for the section on culture exchange, all editions show a lack of attention to this topic.