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    • Abbreviated Title: Int. J. Lang. Lit. Linguist.
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    • DOI: 10.18178/IJLLL
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HOME > Archives > 2024 > Volume 10 Number 3 (2024) >
IJLLL 2024 Vol.10(3): 306-309
DOI: 10.18178/IJLLL.2024.10.3.531

The Construction of Cultural Diversity in EFL Textbooks for Chinese Primary Students: A Critical Discourse Analysis

Xiaoou Fu
Faculty of Foreign Language and Cultures, Geely University, Chengdu, China
Email: fuxiaoou@guc.edu.cn

Manuscript received January 10, 2022; revised February 9, 2024; accepted March 15, 2024; published June 21, 2024

Abstract—This essay discusses the construction of cultural diversity in English as a Foreign Language (EFL) textbooks for Chinese primary students, particularly for senior students in primary school. For analyzing materials in this textbook, this essay adopts several examples in the textbook to prove that the learning materials reflect different cultural diversity and students’ attitudes on this. Firstly, the essay will briefly introduce Critical Discourse Analysis (CDA), which will be used to analyze the textbook’s cultural diversity. Furthermore, the methodological framework will be introduced by explaining the primary analyzing process, and then the discursive construction of cultural value reflected in the material is analyzed and explained in detail [1]. Also, this part includes the influence of cultural diversity in primary students’ social and ideology identities, which provides a sufficient explanation for designing textbooks considering cultural diversity. Lastly, the conclusion will summarise the main finding and the implications of using ideological teaching materials for Chinese primary students in the EFL education context.

Keywords—English as a Foreign Language (EFL) education, critical discourse analysis, Critical Discourse Analysis (CDA), textbooks, primary students, cultural diversity

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Cite: Xiaoou Fu, "The Construction of Cultural Diversity in EFL Textbooks for Chinese Primary Students: A Critical Discourse Analysis," International Journal of Languages, Literature and Linguistics, vol. 10, no. 3, pp. 306-309, 2024.

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