Representations of Immigrant Experience in a U.S. History Textbook Using a Systemic Functional Linguistics Lens

• In Event: Challenging Curricular Expectations in Social Studies Education

Abstract

This qualitative study draws upon discourse analysis and Systemic Functional Linguistics to examine how textbook publishers use language to frame migration and immigrant experiences in a currently adopted U.S. History textbook. Drawing on analysis of 41 passages highlighting Eurpoean immigration and 37 passages for Central and South American immigration, we identified how verb processes (action, verbal, sensing, relating) are used to discuss migration and immigrant identity. Findings reveal that verb processes differently position migrants from Eurpoean backgrounds versus those from Central and South America. However, while immigrants’ reception, integration, and contribution into the United States society is varied, anti-immigrant sentiment as long prevailed in the U.S. context. Implications are given for how SFL might reframe students’ perceptions.

Authors

• Matthew R Deroo, University of Miami

• Edgar Díaz, University of Miami