A multimodal critical discourse analysis of gender representation in English textbooks for junior high schools in China

Abstract

Textbooks are crucial for helping students learn knowledge and shaping their cultural values through language, illustrations, and audios. Therefore, it is necessary for researchers to study textbooks through multimodal critical discourse analysis to identify ways in which teaching materials embody those values and socialize students accordingly. This seminar paper aims to use the multimodal discourse critical analysis approach to examine the role of illustrations and language in reinforcing gender stereotypes in the FLTRP English textbooks for junior high school students in China. It also provides suggestions for teachers who use these textbooks in China so they can help their students raise cultural awareness and develop critical thinking skills while studying English.