Exploring National Identity in Single National Curriculum English Textbooks of Punjab, Pakistan

Abstract

This study examines how implicature is utilized in Grade 5 English textbooks within Pakistan’s Single National Curriculum, with an emphasis on the ways language shape’s national identity and nurtures a sense of belonging among young learners. Using a qualitative approach, the research looks at both conventional implicature and direct language references to understand how language aids in cultivating nationalism. Through a thorough content analysis, the study highlights how linguistic tools like word choice and sentence structures are key in fostering students' perceptions of national pride, patriotism, and cultural values. The findings indicate that the textbooks serve a dual role: not only do they promote language skills, but they also encourage national unity and identity. By embedding both explicit and subtle messages about national symbols, historical moments, and national heroes, the textbooks help create a collective sense of pride and unity among students. This research emphasizes the significance of thoughtfully crafted educational materials that go beyond enhancing academic performance, also contributing to identity development and social cohesion. The study offers important insights for educators, policymakers, and curriculum designers, suggesting ways to create textbooks that foster national unity and cultural awareness, while also strengthening students' language proficiency.

Keywords: Conventional Implicature, Explicit Examples, English Language Learners ELL, Language Proficiency, Nationalism, National Identity, Textbooks