Htqe.2025.13

https://doi.org/10.22364/htqe.2025.13 | 175-192 | PDF

Morphology in Textbooks from 1992 to the Present

Elza Seile¹
¹University of Latvia, Latvia

Abstract
The Latvian language’s complex morphological system plays a vital role in grammar acquisition but is not automatically mastered, as frequent word-form errors among native speakers indicate. Amid growing concerns about the diminishing role of grammar in education, this study examines how morphological topics are incorporated into Latvian language textbooks for primary education from 1992 to 2024. It addresses three research questions: (1) What textbooks were used historically and are used today? (2) To what extent and in what sequence are morphological topics covered? (3) How are these topics presented, and is greater emphasis placed on grammatical theory or communicative competence?

Textbooks were selected for their widespread historical use or alignment with the 2018 curriculum standard. Using adapted criteria from the UNESCO Guidebook on Textbook Research, the study found that while morphology remains integral, the depth of coverage, sequencing and pedagogical approach vary considerably. Particularly in Grade 4, significant inconsistencies emerge, often misaligning with learning outcomes. Older textbooks emphasised systematic theory, while newer materials favour real-life applications, sometimes at the expense of grammatical structure.

The findings highlight an urgent need for more coherent and standardised textbook development to ensure continuity in students’ morphological skills. A balanced integration of theoretical understanding and practical application is essential for effective language education.

Keywords: morphology, learning content, Latvian language, textbook analysis, curriculum development

In: Human, Technologies and Quality of Education, 2025. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2025. Rakstu krājums.  Ed. L. Daniela. Riga: University of Latvia, 2025. 698 p.
ISBN 978-9934-36-461-7 
https://doi.org/10.22364/htqe.2025