The analysis of the texts in English textbooks that is used in public schools at 10. grade in Turkey and that is used internationally in terms of values education

Values are the building blocks of healthy and peaceful societies. Schools are institutions that have the function of transferring local and universal values to society, either formally or implicitly. Textbooks, which are an integral part of education, have an important function in values education. It is thought that values can be transferred while teaching English, which is the common language of the globalizing world. The aim of this research is to examine a local edition English textbook used in the 10th grades of secondary education under the Ministry of National Education in Turkey and an American-published English textbook, which is at the same level as the other and used internationally, in terms of values. For this purpose, the "Secondary English 10" which is currently used in public schools in Turkey and internationally used "Perspectives" English textbooks were comparatively examined in terms of Schwartz's (1992) value classification. In Schwartz's (1992) value theory, ten values were determined as "power, achievement, hedonism, arousal, self-direction, universalism, benevolence, tradition, compatibility, and security". In addition, the density of the value categories, which Schwartz (1992) identified as conservatism and openness to change, self-transcendence and self-development, socialist and individualistic values, in the textbooks was also examined. At the same time, it is one of the sub-objectives of the study to examine and compare the texts in the textbooks in terms of educational philosophies. In the study, case study, which is one of the qualitative research designs, and descriptive analysis, one of the data analysis approaches in qualitative research, were used. First of all, the data based on the literature were collected and the theoretical structure of the research was formed, and the textbooks in question were examined with the findings. While examining the values in the textbooks, the texts in the textbooks were taken as a basis. As a result of the findings, it is seen that there is no balance in the value distribution and there is no planned and intentional orientation in the value frequencies. The texts analyzed in the American edition "Perspectives" English textbook mostly reflect a progressive and reconstructive understanding of education, while the texts analyzed in the Turkish local edition 10th grade English textbook mostly reflect an essentialist and prennialist understanding of education.