USING CURRICULUM FOR THE DESCRIPTION OF STUDENTS' LANGUAGE AUTONOMY: A LINGUISTIC REVIEW OF GRADE V ENGLISH TEXTBOOK

Abstract

One of the most important tools for effectively communicating ideas and opinions is language. To avoid misconceptions, language instruction must be provided as part of the curriculum rather than as a subject in the classroom. Thus, for many years, linguistic autonomy has been a major problem. The purpose of this study is to use a grade V English textbook based on the Single National Curriculum 2020 to account for the linguistic autonomy of the learners by focusing only the first unit of the textbook: “Patience” by using the Autonomous Learner Model. This linguistic study of the textbook examines learning objectives and activities such as getting started, let's chat, pre-reading, title, lesson plot, while-reading, post-reading, and the exercises of unit 1 and to comment on its fourteen sections in succession. The activities listed in the textbook do not align with the paradigm as a whole. The activities, particularly those in the four sections—oral communication, reading and critical thinking, language emphasis, and writing—are the primary focus of this study. Four linguistic skills—speaking, listening, reading, and writing—have been practiced through activities after the linguistic examination of the four components indicated above. The types, teaching points, and learning outcomes of each language skill in relation to the Single National Curriculum 2020 are all comprehensively stimulated by this study.