The Degree of Existence of Iraqi National Identity in the English Textbooks of Secondary Schools

The study aims to reveal the degree of existence of Iraqi national identity in English textbooks, such as traditional costumes, places, values, celebrities, events, characters, names, and ancient figures. The researchers used themes, paragraphs, and illustrations as units to analyze the data of the study. The sample of the study is the English for Iraq 4, 5, and 6 preparatory student's book. The research tries to answer the following questions " To what degree do themes, paragraphs, and illustrations in English for Iraq 4, 5, and 6 preparatory student's book include Iraqi national identity? To answer the question, a percentage ratio was obtained. Results revealed that the Iraqi national identity is existed with very low percentage in the themes, paragraphs, and illustrations in the 4, 5, and 6 preparatory student's book. © 2019 JTUH, College of Education for Human Sciences, Tikrit University DOI: http://dx.doi.org/10.25130/jtuh.26.7.2019.39 ةيدادعلإا سرادملل ةيزيلجنلاا ةغللا بتك يف ةيقا رعلا ةينطولا ةيوهلا رفاوت ةجرد بادلآا ةيلك /ليسج حابص يلع – رابنلأا ةعماج ةيسايدلا مهلعلا ةيلك /محمد رداقلا جبع ناهضر – تيركت ةعماج ةصلاخلا فجهت ةسا رجلا ىلإ ك يف ةيقا رعلا ةيشطهلا ةيههلا رفاهت ةجرد فذك لثم ةيزيلجنلاا ةغللا بت تاداعلا ،جيلاقتلاو ،ناكسلاو ،تابساشسلاو ،ميقلاو ثاجحلأاو ، و ،تايرخذلا ءاسسلأاو تاسدلاو ، ةيخيراتلا . ةشيع تناك .ةسا رجلا تانايب ليلحتل تاجحهك )تاحازيلإا( رهرلاو ،ةرقفلاو ،عهضهسلا نهثحابلا مجختسا اجسلل ةيزيلجنلإا ةغلل بلاطلا باتك ةسا رجلا سر ةيداجعلإا )سدادلاو ،سماخلاو ،عبا رلا( . ثحبلا لواحي ةباجلإا يلاتلا لاؤدلا نع رهرلاو تا رقفلاو عيضاهسلا يف ةيقا رعلا ةيشطهلا ةيههلا رفاهتت ةجرد يأ ىلإ "


Statement of the Problem
The researchers notice that the students at schools and universities imitate the behaviors, way of communication, and the appearance of the European and American people. In fact most of the student's time is spent in studying, thus, the foreign behaviors may be derived or adopted from the foreign language textbook. To this end , the researchers try to reveal the existence of the Iraqi national identity in the English language textbooks.

Question of the Study
The study tries to answer the following question: "To what degree do themes, paragraphs, and illustrations in English for Iraq 4 th , 5 th , and 6 th preparatory student's book include Iraqi national identity?"

Purpose of the Study
The study is an attempt to reveal the degree of existence of the Iraqi national identity in the English language textbook. It is important to highlight the national identity in learning English language in order not to increase the target language identity at the expense of the national identity.

Criteria of the Study
The criterion of the analysis is the inclusion, inclusion of the Iraqi national identity in the themes of each unit of the "English for Iraq, preparatory students' book" for the 4th, 5th, and 6th levels.

Categories of the Study
The category is the Iraqi national identity which is included in the themes, paragraphs, and illustrations in the 4th, 5th, and 6th English for Iraq preparatory student's book.

Unit of the Analysis
The unit of analysis is the themes, paragraphs, and illustrations of English for Iraq preparatory students' book.

Definition of Terms
National identity: it is a " person's identity or sense of belonging to one state or to one nation " (Ashmore et at., 2001).
It can arise as a direct result of the presence of elements from the common points in people's daily lives: national symbols, language, the nation's history, national consciousness, and cultural artefacts (Kelman, 1997).
English textbook: it is a textbook that entitled. " English For Iraq (4 th , 5 th , and 6 th ) preparatory student's book."

Secondary school:
The secondary education has three levels, i.e. 4 th , 5 th , and 6 th grades. (Al-Khayyat, 2015) Theme: The theme is any group of words that provide the reader/learner with information or description about a specific country, characters, or place such as information about the life in China, or description of the ceremony in Canada or description of the Italian food. (Al-Khayyat, 2009:55) Illustration : Illustration is any photo, map, diagram, or chart of character, place or/and subject, which provide the reader/ learner with information about a specific thing such as, a photo of a camel carrying goods. Such photos inform the reader that the Camels are the way of transportation in the past (Ibid: 55).

Limits of the Study
The content analysis is limited to English for Iraq 4 th , 5 th , and 6 th preparatory student's book which are taught in public schools in Iraq in the academic year 2018-2019.

Introduction
As the English language becomes an international language, English language learners all over the world try to reach what calls " Native-like" speaker. To learn a foreign language means to adopt its culture, system, and identity (Al-Khayyat, 2010).
From the researchers (in the present study) experiences, the foreign language learners focus on learning the target culture which help them to master the language system, and this thing affects learners' identities.
Teaching English language contains two outcomes, the linguistic and the nonlinguistic. The linguistic outcomes contain language system, morphology, phonetics etc. whereas, the nonlinguistic outcomes contain the EFL student's perspective, motivation, culture, and identity. Most language researchers focus on the linguistic outcomes more than the nonlinguistic out comes. In fact the nonlinguistic outcomes are also important to be considered in teaching the target language. The learners need to know their culture and the identity, and also the target language, in order to be able to use the foreign language in an appropriate way. Concerning the relationship between EFL learning and learner's identity, Warschaure (2007) states that language has a great role in the shaping and expression of learner's identity. Pavlenko (2003) investigates the relationship between "National Identities" and foreign language learning "Policies and practice". She states that opposing "social and cultural values" of educators' national identity hinders the applicable learning of a target language. Also, if cultural values of the foreign language are in struggle with those of the students' national identity. Talebi (2000) finds that there is no relationship between learning a foreign language and belonging to national identity. Mahnaz and Mohammad (2014) investigate whether or not the "identity studies in language teaching have come into existence due to social turn. Results revealed that the learners performed differently on national identity. Zacharieas (2010) highlights the notion that in order to learn a foreign language, the learner needs to get rid of the national identity and culture, and adopt or replace the target language identity. In fact learning a foreign language is not just to learn the grammatical system, but also to learn the non linguistic aspect such as culture, identity, norms, etc., it is what Pavlenko and Lantolf (2000) call " reconstruction of selves'.
The EFL teachers need to acknowledge the identities of learners. (Ibid, 2010:30), Zacharias finds that foreign language identity is affected by two factors. The first one is the teaching methods, and the second one is the textbooks, the textbooks are the concerned of the current study. A textbook plays a major role in enhancing or not the language learner identity. To explore the identity options accommodated in EFL textbook, Shardakova and Pavlenko (2004) find that the textbooks provided very little identity options for learners.

Population and the Sample of the Study
The Population of the study is all English for Iraq Textbooks. The sample of the study consists of the English for Iraq 4 th , 5 th , and 6 th preparatory student's book which are taught here in Iraq in the academic year 2018-2019.

Reliability of Content Analysis
The researchers follow the following steps to ensure reliability of content analysis: 1) The researchers analyzed the themes, paragraphs, and the illustrations which are presented in the students' books.
2) The researchers repeated the analysis after five days from the first analysis by using the same units and categories of analysis. It was found that the consistency was (0.96) which indicate a high coincidence between the two analyses.
3) The researchers asked one of their colleagues who has experience in analyzing students' textbook, the same units and categories of analysis were used. The consistency was (0.95) which was considered acceptable.

Results of the Study
The researchers analyzed the Iraqi Identity as follows: Table 1

presents the frequencies and percentages of Iraqi identity included in
English for Iraq 4 th preparatory student 's book concerning themes, paragraphs and illustrations.

Table 3 presents the frequencies and percentages of Iraqi identity included in
English for Iraq 6 th preparatory student's book for the level of themes, paragraphs and illustrations.

Discussion of the Results
To answer the question of the study "To what degree do themes, paragraphs, and illustrations in English for Iraq 4 th , 5 th , and 6 th preparatory student's book include Iraqi national identity? " the frequencies and percentages reveled that there is shortage in the representation and inclusion of the Iraqi national identity in the English for Iraq preparatory students textbooks for the 4 th , 5 th , and 6 th grades. The most themes, paragraphs, and illustrations represent foreign identities. As mentioned in the introduction, it is important to highlight the national identity when learning a foreign language.
The shortage of including the Iraqi national identity may due to the fact that the authors of the student's books are foreigners, and the themes, paragraphs, and illustrations that refer to the Iraqi national identity have been added by the editing and revising committee in the Ministry of Education in Iraq.
Following are examples of the themes that reflect the Iraqi national identity in the 4 th preparatory student's textbook: 1-At the Hotel in Baghdad.

5-Following are examples of the pharagraphs that reflect the Iraqi national
identity in the 4 th preparatory student textbook: 1-The capital of Iraq is Baghdad.
4-In Iraq, the bride wears white to symbolize purity.

5-History of Iraq.
Following are examples of the illustration that reflect the Iraqi national identity in the 4 th preparatory student textbook: 1-Iraqi airways.
2-Photos of hotels in Baghdad.
Following are examples of the themes that reflect the Iraqi national identity in the 5 th preparatory student textbook: 1-A famous Iraqi artist.
2-The environment-oil and gas in Iraq.
Following are examples of the paragraphs that reflect the Iraqi national identity in the 5 th preparatory student textbook: 1-Zeinab Hashim -Iraq 2-Born in Baghdad.
Following are examples of the illustration that reflect the Iraqi national identity in the 5 th preparatory student's textbook: 1-Ramadan in Iraq.
Following are examples of the themes that reflect the Iraqi national identity in the 6 th preparatory student's textbook: 1-The Euphrates River.
2-I've been coming here since 2009 to Iraq.
3-Meet one of the most popular architects in the world-Zaha Hadid.
Following are examples of the paragraphs that reflect the Iraqi national identity in the 5 th preparatory student's textbook: 1-The Euphrates River.
2-How long have Steve been coming to Iraq?
Following are examples of the illustrations that reflect the Iraqi national identity in the 6 th preparatory student textbook: 1-Zaha Hadid.
3-Happy travel to Iraqi ancient sites.

Conclusion
It can be inferred that the Iraqi identity has included in a very limited percentage in the "English for Iraq preparatory students' books". Whenever there is a theme refers to the Iraqi national identity, its paragraphs and illustrations include the Iraqi identity. So, one cannot find a photo or paragraph stand alone to include information about the Iraqi identity, on the other hand, there are many information that stand alone and refer to different international identities.