Abstract

The study aimed to identify the values of dealing with others that are appropriate to be included in the First Secondary Grade English textbooks in the Kingdom of Saudi Arabia and to find out the level of the availability of these values in the textbooks to provide an integration proposal. The study adopted a descriptive approach using content analysis cards. The population and sample of the study consisted of all First Secondary Grade English textbooks (Pathways system) in the Kingdom of Saudi Arabia. The most important findings were as follows: the most available value of dealing with others in the total number of lessons in the First Secondary Grade English textbooks was "interaction and dialogue with the other," with a percentage of 84.82%, while the least available value in the total number of lessons was "self-control while dealing with others" with a percentage of 16.75%. The most available sub-value of dealing with others in the First Secondary Grade English textbooks was "interaction and dialogue with the other" for each school semester alone (the first semester, the second semester, and the third semester) with percentages of 54.55%, 68.33%, and 58.46%, respectively. The least available value in the total number of lessons for each semester (the first semester and the second semester) was "self-control while dealing with others" with percentages of 12.12% and 11.67%, respectively. The least available value in the total number of lessons in the third semester was "coping with the other" with a percentage of 12.31%.

Keywords

English textbooks, the values of dealing with the other, and proposal, First Secondary Grade.

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