Decoding Language Discourse: Unlocking Digital and Media Literacy among English Language Learners in Pakistan

Abstract

Current study is meant to explore the digital and media related contents, thematic patterns and textual illustrations being incorporated in language discourse i.e. English Language Textbooks (ELT) and their impact in fostering the digital media literacy among English Language Learners (ELLs) of Pakistan. In addition, it is meant to pinpoint the key strategies ELT textbooks’ discourse implies to influence and foster digital and media literacy among ELLs. In order to achieve the objectives in a befitting manner, the researcher has made use of qualitative analysis method. He has collected data from ELT textbooks of grade 6 and 7. In addition, the purposive sampling technique has been implied to delimit the data. Data is analysed through content, thematic, and textual analysis techniques. Technological Pedagogical Content Knowledge (TPACK) has been utilized as a theoretical framework for analysis. Findings of the study indicate that ELT textbooks have utilized various contents, textual and thematic patterns to foster digital and media literacy among ELLs. Visual, photographs, textual, and thematic illustrations are also proficiently consumed to foster digital and media literacy. The study has indicated that ELT textbooks discourse acted as a moving agent to foster digital and media literacy among ELLs by making use of digital and media related tools, practical implications, and connecting them with everyday life.