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Market-driven Discourses in Global ELT Textbooks and Their Interpretations in Learners’ Narrations | ||
| Journal of English Language Teaching and Learning | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 11 تیر 1405 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2026.72484.2870 | ||
| نویسندگان | ||
| Mohadeseh Hasani؛ Afsar Rouhi* ؛ Reza Abdi | ||
| University of Mohaghegh Ardabili | ||
| چکیده | ||
| Although critical ELT scholarship has examined neoliberalism in textbook materials, less attention has been paid to how such discourses are realized across proficiency levels within a single global series and how learners in under-researched EFL settings interpret them. This qualitative study examines neoliberal subject positions in Speakout (3rd ed., A1–B2+), alongside semi-structured interviews with six male Iranian learners aged 16–19. Following Fairclough’s (2001) critical discourse analysis, the study moved from description of textual and visual features—lexis, modality, evaluation, agency, scenario design, and image–text relations—to interpretation of discourse practices and explanation in relation to the Iranian ELT context. The findings identify four recurrent discourse clusters: Consumer participation and branding, employability and entrepreneurial selfhood, individualized achievement, and Western-coded lifestyle/mobility as cultural capital. Interview data indicate selective uptake rather than simple internalization: Learners often framed English as a resource for education, mobility, and income while questioning luxury consumption and some Western-centric norms. The study contributes an empirically grounded account of how global ELT materials normalize market-oriented subject positions and argues for critical textbook literacy in teacher education and materials evaluation. | ||
| کلیدواژهها | ||
| critical discourse analysis؛ English language teaching textbooks؛ governmentality؛ neoliberalism | ||
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آمار تعداد مشاهده مقاله: 37 |
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