A CDA-Driven Study of World English Series Published by Cengage Heinle
English Language Teaching (ELT) is widely promoted across the world. ELT textbooks play pivotal roles in the mentioned process. Since biases of authors have been an issue of continuing interest to analysts over the past few years, the present study seeks to analyze an ELT textbook using Critical Discourse Analysis (CDA). To obtain the goal of the study, the listening section of a book called World English 3 (new edition) has been analyzed in terms of the cultures and countries mentioned in the listening section of the book using content-based analysis. The analysis indicates biases towards certain cultures. Moreover, some countries are shown as rich and powerful countries, while some others have been shown as poor ones without considering the history behind them.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1315535Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1004
 Hu, G. (2005). CLT is best for China—an untenable absolutist claim. ELT journal, 59(1), 65-68.
 Hiep, P. H. (2007). Communicative language teaching: Unity within diversity. ELT journal, 61(3), 193-201.
 Harmer, J. (2007). How to teach English (new edition). Harlow: Pearson Education Limited.
 Graddol, D. (2006). English next (Vol. 62). London: British Council.
 Fairclough, N. (2010). A dialética do discurso. Revista Teias, 11(22), 1-10.
 Esmaili, F. A. (2011). A Comparative study on gender representation in Iranian High School English textbooks and American Headway series: A critical discourse analysis perspective. Unpublished master's thesis. University of Arak, Arak, Iran.
 Nazeri, M. S. (2010). Gender positioning in ELT: Critical discourse analysis of a series of internationally and locally produced textbooks. Unpublished Master thesis. University of Kashan, Kashan, Iran.
 Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.
 Shteiwi, M. (2000). English in the new world order: Variations on a theme of linguistic imperialism and world English. In Ricento, T. (Ed.), Ideology, politics and language policies: Focus on English, Amsterdam: John Benjamins, 87-106.
 Hartman,P. L. & Judd, E. L.(1978). Sexism and TESOL Materials. TESOL Quarterly, 12(4), 383-393.
 Elyas, T., & Badawood, O. (2016). English Language Educational Policy in Saudi Arabia Post-21st Century: Enacted Curriculum, Identity, and Modernisation: A Critical Discourse Analysis Approach. In FIRE: Forum for International Research in Education (Vol. 3, No. 3, pp. 70-81). Lehigh University Library and Technology Services. 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015.
 Xiong, T., & Qian, Y. (2012). Ideologies of English in a Chinese high school EFL textbook: A critical discourse analysis. Asia Pacific Journal of Education, 32(1), 75-92.
 Weninger, C., & Kiss, T. (2013). Culture in English as a foreign language (EFL) textbooks: A semiotic approach. TESOL quarterly, 47(4), 694-716.
 Sahragard, R., & Davatgarzadeh, G. (2012). The representation of social actors in Interchange Third Edition series: A critical discourse analysis. Journal of Teaching Language Skills, 29(1), 67-89.
 Hashemi, M. R., & Ghanizadeh, A. (2012). Critical discourse analysis and critical thinking: An experimental study in an EFL context. System, 40(1), 37-47.
 Bahman, M., & Rahimi, A. (2010). Gender representation in EFL materials: an analysis of English textbooks of Iranian high schools. Procedia-Social and Behavioral Sciences, 9, 273-277.
 Lewis, M. (2017). Language, ideology and education: the politics of textbooks in language education, edited by Xiao Lan Curdt-Chrstiansen and Csilla Weninger: London and New York, Routledge.
 Chase, B.T. & Johannsen, L. (2015). World English 3. New York: Cengage Heinle Publication.
 Ngl.Cengage.Com. (2017). Retrieved from: http://ngl.cengage.com/about.