Empowering Critical Literacy: A Critical Content Analysis of Chinese Dual Language Bilingual Education Textbooks

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Abstract

Using critical literacy constructs and critical content analysis, this study examines Chinese textbooks in DLBE programs. Findings reveal that these textbooks provide significant opportunities for developing critical literacy by encouraging students to challenge entrenched beliefs and explore diverse perspectives. However, these materials present a Eurocentric perspective, which obscures multicultural narratives and oversimplifies identity complexities. The research highlights strategies for educators to leverage these opportunities and engage students in meaningful sociopolitical discussions for critical literacy development.

Authors

• Nuo Xu, San Francisco State University

• Huan Gao, University of Memphis