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Multimodal Critical Discourse Analysis: Representation of Underprivileged Groups in the Iranian High School English Textbooks “Prospect” and “Vision” Compared to the “Eight” Series
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Mostafa Shahiditabar *   , Mohammad Amin Mozaheb , Motahareh Daghighi |
| Associate Professor of Linguistics, Imam Sadiq University, Tehran, Iran |
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Abstract: (938 Views) |
Discrimination in the education system and curricula is not limited to disadvantaged groups, and this issue is also evident in textbook content. The important role of textbooks in classrooms is undeniable. In this regard, the present study examined Iranian high school English textbooks named the “Vision” and “Prospect” series, as well as one of the localized English textbook series in Iran, the “Eight” series, focusing on the images contained in these books. In this study, Multimodal Critical Discourse Analysis (MCDA), proposed by Machin and Mayr (2012), was employed as the theoretical framework to critically examine the images in these textbooks. The findings of this study showed that a form of neoliberalism, as conceptualized by Fairclough (1993), is present in these books, the consequence of which is the depiction of luxurious and lavish schools instead of ordinary schools; this does not benefit underprivileged groups, as they are unable to afford the costs of privatization and are dependent on government support. In addition, in the “Eight” series, images based on the target-language culture are more frequently observed. This can prompt greater attention to images rooted in Iranian culture, which would help learners better understand the content and make it more tangible for them. This study can offer suggestions for improving and enhancing the “Eight” series.
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| Keywords: Textbook, English as a Foreign Language (EFL), English as a Second Language (ESL), marginalization, multimodal critical discourse analysis |
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Type of Study: Research |
Subject:
Special
Received: 2026/02/6 | Accepted: 2026/02/10 | Published: 2024/09/21
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