Abstract
This article aims to explore the historical development and complex context behind foreign texts in Chinese high school textbooks from the perspective of language and identity. By sorting out the selection process of these foreign texts in textbooks, we can reveal the profound influence of national cultural policies, changes in international relations, and the evolution of social ideology on the content of textbooks. This selection not only reflects the response of the Chinese education sector to globalization and the adjustment of cultural strategies, but also highlights how countries shape the cultural identity of young people through their education systems at different historical stages.
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