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An Analysis of the Ideological Content of Internationally-Developed British and American ELT Textbooks | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| مقاله 1، دوره 29، شماره 2، شهریور 2010، صفحه 1-27 اصل مقاله (146.37 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2012.406 | ||
| نویسندگان | ||
| Sasan Baleghizadeh* 1؛ M Jamali Motahed2 | ||
| 1Assistant Professor Shahid Beheshti University, Tehran | ||
| 2MA graduate of TEFL Shahid Beheshti University, Tehran | ||
| چکیده | ||
| This study examines the ideological content of six internationally-used ELT textbooks, three British and three American. Applying the theory and procedures of critical discourse analysis (CDA), three aspects of the conversations in the textbooks, i.e. content, relations, and positions were examined. Results suggest that in terms of content, British textbooks tend to entertain the students while American textbooks include more occupational and business-related issues. Regarding relations, characters in the conversations were placed in socially equal roles. Moreover, inequalities were rarely addressed in the interactions and there was little attempt to make learners aware of issues such as dialogue management strategies. Finally, characters in the conversations took mostly societal positions. | ||
| کلیدواژهها | ||
| 1. Critical Discourse Analysis 2. ELT 3. Ideology 4. Linguistic Imperialism 5. Textbook | ||
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