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Sabouri, Hossein, Rajabi Kondlaji, Amin. (1405). Devoiced EFL Learners A Critical Taxonomy of Identity Devoicing in Global ELT Textbooks and Its Pedagogical Cost. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2026.74574.2899
Hossein Sabouri; Amin Rajabi Kondlaji. "Devoiced EFL Learners A Critical Taxonomy of Identity Devoicing in Global ELT Textbooks and Its Pedagogical Cost". سامانه مدیریت نشریات علمی, , , 1405, -. doi: 10.22034/elt.2026.74574.2899
Sabouri, Hossein, Rajabi Kondlaji, Amin. (1405). 'Devoiced EFL Learners A Critical Taxonomy of Identity Devoicing in Global ELT Textbooks and Its Pedagogical Cost', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2026.74574.2899
Sabouri, Hossein, Rajabi Kondlaji, Amin. Devoiced EFL Learners A Critical Taxonomy of Identity Devoicing in Global ELT Textbooks and Its Pedagogical Cost. سامانه مدیریت نشریات علمی, 1405; (): -. doi: 10.22034/elt.2026.74574.2899

Devoiced EFL Learners A Critical Taxonomy of Identity Devoicing in Global ELT Textbooks and Its Pedagogical Cost

Journal of English Language Teaching and Learning
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 04 آبان 1405
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2026.74574.2899
نویسندگان
Hossein Sabouri1؛ Amin Rajabi Kondlaji* 2
1Department of English Language and Literature, Tabriz University, Iran
2Urmia University
چکیده
This conceptual paper argues that the dominant generation of global English Language Teaching (ELT) textbooks produces what it terms devoiced EFL learners. The term is adapted from phonetics, where devoicing strips voicing from a sound while preserving its articulation. The interlanguage these textbooks build is fluent yet voiceless about the learner's civic, religious and historical identity as well as familial and locally rooted belonging. The paper first advances a three-axis taxonomy of identity devoicing that specifies what is devoiced, how it is devoiced and where in textbooks it occurs. It then tests the taxonomy against three independent bodies of evidence from two studies: a topic analysis of 1,032 reading texts in nine ELT textbooks, a survey of 100 EFL teachers and a mixed-methods study of 204 Iranian EFL learners identifying nine components of learner identity. The identity dimensions the textbooks least scaffold are those the learner data show to be most prominent and predictive of pragmatic and writing performance. The paper reads this convergence as structural correspondence rather than causation, frames devoicing as a design defect and an ethical problem, and proposes revoicing as an identity-inclusive principle for materials design.
کلیدواژه‌ها
ELT textbooks؛ learner identity؛ devoicing؛ critical applied linguistics؛ materials design
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تعداد مشاهده مقاله: 3


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