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Journal: Theory and Practice of Second Language Acquisition

Multimodality of cultural content in ELT materials for young learners.

Maria Dorota Stec

Language: EN | Published: 30-06-2017 | Abstract

Cultural content is incorporated into EL materials to enrich linguistic content. The paper focuses on English materials as cultural artefacts analysed in terms of multimodality. The aim is to identify the most important multimodal aspects of cultural content offered in English course books for early language education. Following the multimodal discourse analysis, the image–language relations presented in the culture sections are examined. The paper seeks to address two following questions: What is the multimodality of cultural content in English course books for young learners? What are the image-language relations involved in the construction of cultural content? The project involves an analysis of nine course books currently used in teaching English to young learners in Polish primary schools. The data will be collected during the evaluation studies, which here are both quantitative and qualitative in nature. The study is based on a set of universal, content-specific, multimodal and intermodal criteria. It is hoped that the results from the research project will enrich the process of ELT materials design in terms of multimodality. They will support the need for developing multimodal (visual) literacy through multicultural education in early language education.   

2017-06-30



Journal: Theory and Practice of Second Language Acquisition

How is the National Image Represented? A Multimodal Cognitive Perspective of EFL Textbooks in China

Chenming Lin , Sabariah Md Rashid

Language: EN | Published: 15-10-2025 | Abstract | pp. 1-23

Currently, very few studies have discussed representations of a national image in textbooks of English as a foreign language (EFL) from the multimodal critical cognitive perspective. To address this issue, this study, based on conceptual blending theory, critical discourse analysis, and multimodality, aims to qualitatively examine the co-instantiation of texts, images, and tasks that represent the national image in two Chinese EFL textbook series, People’s Education Press (PEP) and Foreign Language Teaching and Research Press (FLTRP). The study explores the text-image-task semiotic relationship in constructing social-cultural meanings in textbooks. Content analysis of the selected textbooks suggests that the indexical relationship between the text, image, and task matters in the representation of the national image. The findings reveal how the text-image-task co-instantiation helps EFL learners develop cultural awareness of national image cognitively. The study makes comparisons between PEP and FLTRP and suggests that teachers’ pedagogical strategies, textbook design, and learners’ learning approach be improved in the development of cultural awareness.

2025-10-15