Cultural Representation in Primary ELT Textbooks: An Approach of Multimodal Discourse Analysis
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| Title: | Cultural Representation in Primary ELT Textbooks: An Approach of Multimodal Discourse Analysis |
|---|---|
| Language: | English |
| Authors: | Yaping Tang (ORCID |
| Source: | Discourse: Studies in the Cultural Politics of Education. 2026 47(1):54-67. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 3 Primary Education Grade 4 Intermediate Grades |
| Descriptors: | English (Second Language), Second Language Instruction, Textbooks, Textbook Content, Cultural Awareness, Diversity, Foreign Countries, Elementary Education, Grade 3, Grade 4 |
| Geographic Terms: | China |
| DOI: | 10.1080/01596306.2025.2484349 |
| ISSN: | 0159-6306 1469-3739 |
| Abstract: | This study examines the content and form of cultural representation across a set of primary-school English textbooks widely used in China. Adopting a multimodal discourse analysis, it investigates the depth and diversity of cultural content based on Moran's and Cortazzi and Jin's classification of culture, as well as the image-viewer relationship drawing on Kress and van Leeuwen's visual grammar. The findings reveal that culture was represented as simplified, conflict-free and implicit facts with dominant homogenized persons and products. In addition, there was also an imbalanced distribution regarding cultural diversity. Target culture predominated in the textbooks and source culture was highlighted while international culture was marginalized. As for representation patterns, the connection between viewers and the portrayed culture was equal but impersonal. The findings suggest that the textbooks prioritize reducing cognitive load and presenting role models over showcasing the authentic, complex aspects of culture or stimulating learners' reflection on cultural phenomena. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500910 |
| Database: | ERIC |
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| Abstract: | This study examines the content and form of cultural representation across a set of primary-school English textbooks widely used in China. Adopting a multimodal discourse analysis, it investigates the depth and diversity of cultural content based on Moran's and Cortazzi and Jin's classification of culture, as well as the image-viewer relationship drawing on Kress and van Leeuwen's visual grammar. The findings reveal that culture was represented as simplified, conflict-free and implicit facts with dominant homogenized persons and products. In addition, there was also an imbalanced distribution regarding cultural diversity. Target culture predominated in the textbooks and source culture was highlighted while international culture was marginalized. As for representation patterns, the connection between viewers and the portrayed culture was equal but impersonal. The findings suggest that the textbooks prioritize reducing cognitive load and presenting role models over showcasing the authentic, complex aspects of culture or stimulating learners' reflection on cultural phenomena. |
|---|---|
| ISSN: | 0159-6306 1469-3739 |
| DOI: | 10.1080/01596306.2025.2484349 |
