Critical Analysis of the Cultural Representations in Chinese Language Textbooks in an Era of Globalization (Poster 20): Division G - Section 3: Languages, Literacies, and Representations, Stage 1, 12:10 PM

• In Event: e-Lightening Ed-Talk Session 20 - Stage 1

Abstract

Drawing on a critical sociocultural framework, this study investigates the ideological and pedagogical dimensions of language and cultural representations in two leading Chinese language textbooks: Integrated Chinese (IC) 4th Edition and New Practical Chinese Reader (NPCR) 2nd Edition. Specifically, employing content analysis, critical discourse analysis, and multimodal social semiotic analysis, this study examines how IC and NPCR aim to promote L2 learners’ understanding of Chinese culture, critical cultural awareness, and critical language awareness through their multimodal language and cultural representations. This study raises the importance of critical perspective of language teaching and learning and suggests more critical sociocultural oriented multimodal representations in world language textbooks to promote learners’ intercultural competence and global consciousness in an era of globalization.

Author

• Junling Zhu, University of Massachusetts - Amherst