Abstract Education in post-revolutionary Iran has long served as a means to reinforce the state ideology. This study examines the overt and covert presence of state socio-political agenda in a series of Iranian locally-produced English language textbooks (ELT) ( Vision ) by analyzing textual and visual representations of Iranian and global societies, employing Machin and Mayr’s Multimodal Critical Discourse Analysis (MCDA). Findings reveal a distinctive form of state-imposed cultural resilience through three key discursive patterns: (1) selective global engagement, (2) absence of modern Iranian urban life, and (3) selective inclusion of state-defined nationalist values. Rather than an organic preservation of cultural identity, these patterns emphasize state-approved traditional, religious, nationalistic, and security-based aspirations while downplaying or excluding global, modern, and individualistic elements. Unlike the engagement with globalization seen in ELT textbooks elsewhere, the Vision series actively counters perceived cultural homogenization to uphold the state’s ideological stance and socio-political agenda.

ABSTRACT A myriad of English language textbook studies have investigated solely the dimension of ideological representation in language textbooks. Yet, little empirical evidence reports the representation of multifaceted dimensions of ideologies, including political, socio-economic, racial, cultural, gender, moral and religious in English as a foreign language (EFL) textbooks. Grounded in a critical social semiotic theory through visual grammar and Fairclough’s systematic analytic method (1995), we find that all ideologies (political, socio-economic, racial, cultural, gender, moral and religious) could be identified and gender ideology (gender stereotyping) was found to be the most frequent. The visualization of the ideology in the textbook also reflects a single-dominant and a multiple ideology. In response to the awareness of the textbook designers concerning integrated ideologies, the findings suggest that language teachers should be aware of ideological representation when teaching English.

ABSTRACT Recently, there has been an increase in scholarly research on local English language textbooks; a trend likely driven by language education policies in various countries that emphasise locally grounded approaches to English learning. However, no existing reviews have specifically surveyed this growing field. Addressing this gap, the present study systematically reviewed 114 SSCI and A&HCI journal articles that focused on local English textbooks, examining key research trends as well as how the notion of ‘local’ featured in these studies. The findings reveal an uneven global distribution of studies, a strong emphasis on secondary education, and a dominance of content analysis grounded in theories of language teaching and learning and sociolinguistic frameworks. Furthermore, five main perspectives reflecting meaningful engagement with local realities were identified. These findings illustrate the multiple tensions at play in and around local educational contexts. This review contributes to an understanding of what ‘local’ means in English textbook research and offers implications for future research and textbook development.

There is no doubt that English language textbooks are not just pedagogical tools but powerful ideological artifacts that shape learners’ perceptions and identities through carefully designed multimodal semiotics. In Morocco’s multilingual educational landscape, the Spotlight textbook series (Volumes 1 and 2) occupies a critical space, negotiating local cultural values with global linguistic demands. This study employs Critical Visual Discourse Analysis (CVDA, henceforth), integrating Kress and van Leeuwen’s (2006) visual grammar with Fairclough’s (1992) three-dimensional CDA model, to investigate three core dimensions: (1) the representation of cultural identities, (2) the construction of gender roles, and (3) the framing of learner autonomy. Findings reveal systematic patterns of Western-centric cultural framing, where Moroccan elements are often exoticized, alongside gendered activity distribution that reinforces traditional roles. Additionally, autonomy is predominantly constructed through neoliberal self-governance paradigms, positioning learner agency as compliance rather than critical engagement. The study ultimately argues that these elements converge into a hidden curriculum that privileges certain worldviews while marginalizing local knowledge systems. By bridging visual semiotics and critical discourse analysis, this research contributes to critical applied linguistics and textbook studies, offering insights for culturally responsive and equitable material design in Moroccan EFL education and broader contexts

This study examines how English-language textbooks used in Ukrainian higher education and international EFL/ESL contexts frame learning materials to develop students’ foreign language communicative competence (FLCC). The issue is central to Ukraine’s integration into the European educational space, where communicative and intercultural effectiveness are key outcomes. Despite reforms, most Ukrainian universities still rely on materials dominated by theoretical grammar, lexicology, and stylistics, with limited learner autonomy, multimodality, or authentic interaction. To reveal contrasts between national and international resources, thirty-two textbooks from Kharkiv universities were analysed and compared with international series such as SpeakOut, Headway, and Cutting Edge. The analysis employed the General Framing Index (GFI), a diagnostic tool measuring the balance between cognitive, integrative, and interactional framing through thirteen indicators in four analytical categories (A1–D3). Inter-rater reliability (Cohen’s κ = 0.82) confirmed strong coding consistency. Results show that Ukrainian textbooks are mainly cognitive-dominant (average GFI = 4), single-volume, teacher-centred, and lacking audiovisual support. The collaborative textbook A Way to Success scored 8, representing a transitional or hybrid pattern, whereas international coursebooks reached GFI = 11, indicating interactional dominance with multimodal tasks, online components, and learner-centred methodology. These findings reveal a methodological gap. Ukrainian materials preserve theoretical depth but limit communicative and intercultural practice. International textbooks engage learners through authentic contexts yet often simplify linguistic theory. Textbook modernisation in Ukraine therefore requires cooperation between Ukrainian and English-speaking authors to combine analytical precision with interactive design and align national materials with global communicative standards.

Textbooks play a pivotal role in fostering English as a foreign language (EFL) learners’ language proficiency. Among the various skills addressed in English language teaching (ELT) materials, reading comprehension is widely regarded as an essential component for improving learners’ linguistic knowledge. Typically, reading passages are followed by a series of activities designed both to assess students’ understanding and to enhance their ability to interpret, analyze, and engage more deeply with the text. Although a substantial body of literature has examined the cognitive demands of EFL instructional content, relatively little attention has been devoted to analyzing second language reading comprehension questions and task types. To fill this lacuna, this study examined the representation of post-reading comprehension questions and tasks using Freeman’s taxonomy across nine Iranian high school English language textbooks from three successive generations in the history of ELT in Iran. The post-reading comprehension questions and tasks in each textbook were analyzed and categorized using a descriptive content analysis approach. The findings indicated that the Content category was the most prevalent across all three generations, followed by the Language and Affect categories. In addition, Generation 2 textbooks contained the highest overall frequency of post-reading comprehension question types, except for the Form question type, which occurred most frequently in Generation 1 textbooks. Across all nine textbooks analyzed, the Explicit question type emerged as the most commonly used, whereas the Evaluation question type was the least represented. The results of the chi-square tests also revealed significant differences among the three generations in terms of the frequency of different question types. The findings have several practical implications for policy makers, material writers, and English teachers.

ABSTRACT This study investigates how interculturality is shaped and reshaped across four generations of Chinese high school English textbooks (1985–2019) published by the People's Education Press. Drawing on Kachru's concentric circles and the 4Ps model of cultural content, it reveals persistent asymmetries: a continued privileging of Inner Circle (IC) and European cultures, the marginalization of non-Western voices through symbolic or instrumental portrayals, and a significant re-centering of Chinese culture in recent editions. Moreover, cultural ‘products’ and ‘persons’ dominate, while ‘practices’ and ‘perspectives’ remain underdeveloped, limiting deeper intercultural engagement. These patterns illustrate how English textbooks function not merely as pedagogical tools, but as ideological instruments shaped by shifting visions of globalization, identity, and soft power. This study contributes to critical textbook research by conceptualizing pedagogical bifocalism to describe the dual cultural agendas of global engagement and national identity, and calling for a more balanced, reflexive, and dialogic approach to curriculum development in multilingual settings.

Given the rapid rise in cultural and informational transparency, the educational curriculum in Saudi Arabia seeks to cultivate intellectual security and national identity among pupils. This study aims to review the content of English language textbooks at three educational stages to assess the representation of topics of intellectual security and national identity. Additionally, the study conducted interviews with EFL instructors from three grade levels to get their insights on the support textbook concerning intellectual security and with a tailored content analysis checklist. The study evaluated the representation of intellectual security and national identity at various educational levels, and thematic analysis was utilized to analyze qualitative data from interviews. The findings revealed that intellectual security and national belonging were gradually incorporated into the curriculum. The research recommends the systematic and coherent integration of topics about intellectual security and national identity in English language textbooks from the first stages of school. Findings could assist curriculum developers, educators, and policymakers in enhancing learners' linguistic proficiency while simultaneously fostering belonging and cultural identity in learning foreign languages.

Integrating intercultural activities in English language textbooks that foster intercultural communicative competence (ICC) is crucial for promoting global awareness and tolerance in young learners. However, previous studies have identified persistent gaps in ICC representation, especially in textbooks designed for international use. In the context of Indonesia’s Kurikulum Merdeka, which highlights global diversity as one of the Profil Pelajar Pancasila values, ICC integration becomes essential. This study investigates how ICC is reflected and to what extent it is integrated in an internationally published English textbook for Grade 1 students in Indonesia, Explore English Stage 1. A content analysis design was adopted, combining quantitative and qualitative techniques. A modified ICC checklist, adapted from Byram and Masuhara (2013), consisting of 19 indicators across four components, Knowledge, Awareness, Attitudes, and Skills, was applied. The findings indicate that the intercultural content is limited, with only 8 indicators appearing across all 58 pages. The overall ICC presence reached 60.34%, categorized as Moderate Integration based on Mishan and Kiss’s (2024) adapted scale. Moreover, the analysis of illustrations, character names, situational contexts, and classroom activities shows that the textbook mainly features observable cultural elements without fostering deeper reflection or intercultural awareness. These results align with previous research, suggesting that English textbooks often meet linguistic goals while overlooking intercultural dimensions. Therefore, textbook developers are encouraged to incorporate more explicit exposure to diverse cultures to meet curriculum expectations better and support the development of ICC in young learners.

The phenomenon of language is undoubtedly social, and its primary function is to facilitate interaction with the world. The content of The English Language textbook of Class 9 published by the Sindh Textbook Board of Sindh, Pakistan, under study portrays language as a rather aggressive instrument of indoctrination as well as exclusion from the dominantly marginalized categories. This study employed the CDA framework attributed to Fair Clough 1995 as a lens to expose the covert preconceptions concerning the discourse within the textbook. English in Pakistan is taught as a curriculum subject in the context of L2 Acquisition. However, the textbook language structures have interwoven and overt ideological patterns Rahman (2002). The primary target of the language textbooks is learners, with the intent to embrace indoctrination as a primary tool of Islamization and glorification of war and war heroes. This study found ‘Critical Discourse Analysis’ level pertaining to Text to be overused. The inescapable conclusion is that language textbooks owe it to users to be free from indoctrination and assist learners in developing a critical stance to provide divergent thinking necessary to sustain the ever-changing context of the modern world. Designers and policymakers are advised to concentrate on the language learning components and the content of the learning materials, rather than on content-focused instructional materials. This focus on research will help policymakers and educators conceptualize why indoctrination should be discouraged in the education process- Language, in its essence, should be taught unfiltered.

In this study, the values in different English textbooks used in private and public schools were analyzed in terms of the frequency of their inclusion in the textbooks. A total of nine English textbooks, used in 2nd, 3rd, and 4th grades at public schools and two different private schools, were analyzed in the context of the English language teaching program and the Living Values Education Program. Content analysis was employed for data analysis. It is seen that the textbooks with the highest frequency of different values are the textbooks used in private school (Prv2) and the textbooks with the lowest frequency are the textbooks used in public school. It was found that the most frequently emphasized value in the books of private and public schools was cooperation. Moreover, honesty and patience, which were not included in the textbooks of private primary schools, were present in those of public primary schools. Among all textbooks, the value with the highest frequency was found in the 4th grade textbook used in the public primary school, while the lowest frequency was observed in the 2nd grade textbook of the public primary school. In general terms for all books, reading texts were the most common form for reflecting values, while listening texts were the least preferred.

This study aims to identify research directions, thematic patterns, and research gaps through a Systematic Literature Review (SLR). The PRISMA 2020 framework was employed to screen 445 publications, including those indexed in Scopus and in national journals indexed in SINTA 1–3. The data collection technique used in this study was documentary research, involving the systematic retrieval of scholarly articles from the Publish or Perish (PoP) database, which is indexed in Scopus and SINTA 1–3. Data analysis followed the PRISMA 2020 guidelines, which guided the identification, screening, eligibility, and inclusion processes, and ensured transparent and standardised reporting of the systematic review. The findings reveal that SFL-based studies of language textbooks during 2020–2025 are predominantly focused on ideational meaning, particularly transitivity analysis, which is widely used to examine representations of gender, ideology, and social values in English language textbooks. The second dominant strand involves interpersonal meaning, especially appraisal system analysis, while the third focuses on textual meaning through thematic structure, cohesion, and text readability. In addition, the integration of genre analysis and multimodality has emerged, indicating an expansion of SFL applications within discourse-based literacy contexts. The findings also highlight significant research gaps, including the dominance of English-language contexts, the limited number of studies on Arabic and non-Western-language textbooks, and the lack of integration among SFL, corpus-based approaches, and AI-driven analytical technologies. This study concludes that SFL research is moving toward a more integrative and multimodal paradigm, while also offering substantial opportunities to expand SFL-based studies of Arabic language textbooks to strengthen the global representation of Systemic Functional Linguistics in language education.

The English language is considered to be the lingua franca and connecting language worldwide; therefore, it gained recognition as a second language far and wide. With the help of language learning, novel norms, dogmas, and morals of an individual are cultivated. Henceforth, language textbooks should advocate culturally, politically, and gender balanced ideas in a way that influences learners in a constructive approach. Textbooks are fabricators of personality that draw students’ attention towards their content. The investigation on gender representation and language textbooks is done in order to investigate the depiction of females in language textbooks that are taught at private schools. This study is meant to investigate how authors of language textbooks employ naming/ word level, notion of transitivity, and discourse in describing male and female genders. The research is qualitative and descriptive in nature, and the source of data collection is language textbooks published by Oxford University Press, editors taught at grade-9 & 10. The study revealed that transitivity choices made by authors were favouring male; characters of both books were male in the majority, and gender bias can be seen through the professions allocated to males and females. The present investigation is limited to English language textbooks at grade-9 & 10 only. This study suggests that there is a lot of necessity to work on the gender bias in schoolbooks and they should be planned in a way that embodies gender sociable content. The current investigation is significant for policy proposers, the government of Sindh, the curricula committee, and textbook designers.

Adopting a social constructionist perspective, this article explores the localization of the cultural content of global ELT textbooks from a critical gender perspective that foregrounds the role of the market in the production of gender identities in educational media. It compares constructions of gendered identities in ELT textbooks for adult learners in Saudi Arabia before and after the country's 2016 economic shakeup. Localization in pre-2016 rentier Saudi Arabia meant, broadly, resisting the neoliberal discourses that mediated gendered representations in the textbooks. This study explores how post-2016 localization processes responded to pro-neoliberal discourses and women's empowerment initiatives embedded in the economic shakeup. The findings confirm a shift in the outcomes of textbook localization processes, with growing acceptance of globalized neoliberal discourses on gender, indexing larger shifts in discourses of gender in the local context.

The content of English language textbooks and the national Competence-Based Curriculum (CBC) in Rwandan primary schools are closely examined in this study. The study looks at selected elementary English textbooks (P2, P4, P5, and P6) and official curricular materials that have been approved or published by the Rwanda Education Board (REB). The study identifies areas of significant misalignments at the implementation level as well as areas of good design-level alignment in content and teaching intent using a critical content review method that blends content and theme analysis. Significant obstacles include the disparity between Kinyarwanda usage and English as the primary language of instruction, low teacher English proficiency, structural problems such as time constraints and overcrowded classrooms, and assessment practices that may inadvertently undermine CBC goals. Despite these obstacles, Rwanda has a clear legislative strategy that supports competence-based education, produces well-designed textbooks, and allocates funds for digital learning initiatives and teacher training. The findings point to a notable discrepancy between the successful use of high-quality educational resources in classrooms and their accessibility. To support improved English language proficiency and general educational standards in Rwanda, recommendations are made to strengthen policy alignment, improve teaching strategies, improve teacher preparation, and expedite resource allocation.

` This study investigates the extent to which Mega Goal English language textbooks align with the framework of Twenty-First Century Skills (21CS). It specifically examines the extent to which those books support critical thinking, creativity, communication, collaboration, information literacy, media literacy, technology literacy, flexibility, leadership, and social skills. Using a qualitative content analysis, with a descriptive qualitative design, the study systematically examined Mega Goal (1-2-3) to determine their effectiveness in preparing learners for real-world communication and global citizenship. The sample included all the 36 units in the selected textbooks. Significantly, the analysis revealed strong representation of communication and collaboration skills but limited emphasis on digital literacy, creativity, and critical problem-solving tasks. While the series supports communicative competence, teachers and curriculum designers must supplement the material with project-based and technology-driven activities to better meet 21st-century educational needs.

Textbooks play a crucial role in English Language Teaching (ELT) classrooms by providing teachers and students with reliable, valuable, and self-directed information. A sustainable evaluation of ELT textbooks is essential for effective language teaching and learning. Therefore, it is necessary to conduct careful and ongoing evaluations to determine whether textbooks meet the needs of students, instructors, administrators, textbook publishers, and curriculum developers. This paper discusses the process of textbook evaluation in depth and offers a brief overview of various approaches for assessing ELT textbooks and content, drawing on the perspectives of McDonough et al. (2013), Richards (2014), and Tomlinson (2013). Additionally, this paper outlines criteria for evaluating materials and explains how to develop criteria for assessing English language textbooks. The evaluation checklist utilized in this study is a modification of Cunningsworth’s (1995) checklist, as adapted by Al-sowat (2012). This checklist includes nine key aspects of textbook evaluation: (1) layout and physical appearance; (2) content; (3) objectives; (4) language type; (5) skills; (6) activities and tasks; (7) structure and vocabulary; (8) cultural values; and (9) teacher's needs. In conclusion, the analysis revealed that while the textbook was suitable for level-1 EFL university students, it had weaknesses in language type, skills, structures, vocabulary, teacher's needs, activities, tasks, and cultural values. The teacher's manual helped teachers understand the objectives, but the layout and physical appearance were inadequate.

One of the issues that receives particular attention and care from both developed and developing societies is the educational issue, gaining its importance from the roles and functions it serves for society. Education is closely linked to various social issues, including political, economic, and cultural matters. These connections and relationships require periodic reforms, especially in light of scientific and technological advancements. In recent years, Algeria’s educational system has undergone numerous reforms and changes, among which is the introduction of the English language at the primary education level. This research paper aims to explore the civilizational and historical dimensions embedded in the English language textbook for the primary stage, relying on content analysis methodology and its associated questionnaire tool, with a focus on the images contained therein. The study found that the textbook features a significant number of historical and cultural symbols that express Algeria’s sovereignty and civilizational affiliations. Education, with all its institutions and tools, represents a challenge that societies rely on to achieve intellectual, economic, and social progress. It is a decisive factor in advancing and developing nations and communities. When we talk about education and school upbringing, we refer to education, teaching, learning, and upbringing in all its dimensions. Based on the belief of societies and countries in the vital role that educational systems play, they give it considerable attention, which can be seen in the significant resources they seek to allocate to this sensitive sector, both material and human. This can also be observed in the ongoing processes of review and reform, indicating continuous monitoring and concern, as well as the close relationship between the education process and social change an interplay of influence and being influenced. This aims to introduce necessary improvements in response to the needs of both the individual and society, in accordance with social, cultural, and civilizational frameworks and criteria. Among the measures taken by the Algerian educational system is the introduction of the English language at the primary education level.

ABSTRACT In addition to imparting subject knowledge, textbooks serve as a vehicle to express universal values and those specific to different communities. The present study aimed to explore the representation of peace values in three English as a foreign language (EFL) textbook series, namely Vision, New Elementary and Merit, all published in Iran. Content analysis was used to describe, interpret, and compare the peace values in the analyzed textbooks. The results suggest that all three sources of peace –inner peace, social peace, and peace with nature–are included in the textbooks to varying degrees. The Vision series highlights all the three sources of peace, while the New Elementary and Merit series place greater emphasis on social peace. However, some of the important peace values are underrepresented, which need to be addressed. This study offers pedagogical recommendations for curriculum and textbook developers, as well as educators, by drawing attention to key issues that can create optimal learning opportunities for fostering peace values.

This article examines the discursive role of katakana, focusing on its use for personal names in English-language textbooks adopted by Japanese schools, to demonstrate how the script mediates shifting perspectives. Over the past several decades, English textbooks in Japan have undergone significant transformations, incorporating more stories set in Japan and increasing the representation of Japanese names. Alongside this transformation, the use of Japanese scripts has increased, particularly on introductory pages where main storylines are presented with a list of key characters. Non-Japanese names are now rendered in katakana, whereas previously all names were presented in English spelling using the Roman alphabet. This article examines why katakana has replaced the Roman alphabet and how this emblematises the broader changes observed in English textbooks. Through critical discourse analysis, this article argues that katakana represents a Japanese voice, positioning the narrator of the story as Japanese. Therefore, the script change reflects a shift in English-language discourses in Japan, with greater emphasis on Japanese self-expression directed towards a non-Japanese audience within Japan. While this shift may empower learners by giving them a voice, it also raises concerns that English-language education in Japan could become excessively self-focused and inward-looking.