This book provides a contextualized and balanced look into the timely topic of values in English Language Teaching (ELT) materials with a primary focus on the Chinese context. It features three distinct conceptual and methodological perspectives, namely, perceptions of stakeholders such as material writers, teachers and students, multimodal construction of values, and textual representation of values. It is a valuable resource for those interested in the social, cultural, moral, and ideological dimensions of English education in general, and in the textual and multimodal construction of values in language teaching materials in particular.
表中的内容
Researching Cultural Knowledge and Values in English Language Teaching Textbooks: Representation, Multimodality, and Stakeholders.- (Multimodal) Representations.- Values in Business English Textbooks: A Multimodal Analysis Approach.- Designing Values in English Language Teaching Textbooks: A Social Semiotic Approach.- English and Englishness: A Multimodal Analysis of English Language Teaching Materials in Contemporary China.- A Comparative Study of the Visual Representation of Gender in Two Series of Secondary EFL Textbooks in China.- Culture in Textbooks—A Content Analysis of College English Teaching Materials.- Stakeholders.- Teachers’ Engagement with Cultural Knowledge and Values in Business English Textbooks.- Constructing Values in English Language Teaching Materials: Voice From the Writers of a Tertiary EFL Textbook Series.- Multimodality, Ethnography and the English Language Teaching Textbook: Negotiating Heteronormativity in Visual Representations.
关于作者
Tao Xiong (Ph D, Kyushu University) is Professor of Discourse Linguistics and Research Fellow at the National Key Research Center for Linguistics and Applied Linguistics at Guangdong University of Foreign Studies, China. His research interest includes critical discourse studies, textbook discourse, second language pedagogies, teacher identity, and multilingual education. He has led a research project on values and second language textbooks funded by the Chinese Ministry of Education. He has published in journals such as Journal of Language, Identity and Education, Asia Pacific Journal of Education, Asia Pacific Education Researcher, and Discourse: Studies in the Cultural Politics of Education.Dezheng (William) Feng (Ph D, National University of Singapore) is Associate Professor and Interim Director of the Research Centre for Professional Communication in English at the Department of English and Communication, The Hong Kong Polytechnic University. His research focuses on the critical and multimodal discourse analysis of various media and communication practices. His recent publications appeared in journals such as Journal of Pragmatics, Discourse and Communication, Visual Communication, and Discourse: Studies in the Cultural Politics of Education, and Linguistics and Education.
Guangwei Hu (Ph D, Nanyang Technological University) is Professor of Language and Literacy Education in the Department of English and Communication and a member of the Research Center for Professional Communication in English, The Hong Kong Polytechnic University. His research interests include academic literacy/discourse, biliteracy development, English for academic/specific purposes, English medium instruction, language assessment, language policy, second language acquisition, and second language writing. He has published extensively on these and other areas in refereed journals and edited volumes. He is co-editorof Journal of English for Academic Purposes.
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