A Multimodal Discourse Analysis of Cultural Identity Construction in English Textbooks

Abstract

In the context of globalization, English textbooks not only teach language skills but also help construct cultural identity. However, past research has often focused solely on text, with limited attention paid to multimodal collaborations such as images and audio. Drawing on relevant theories, this article analyzes the construction of cultural identity through the lens of text, visuals, and audio using a trimodal approach, using both the 2019 edition of the People's Education Press and the Foreign Language Teaching and Research Press high school English textbooks, used in many high schools nationwide. Currently, only the text is found to be effective through local themes, while the visuals draw on ancient architecture. Analysis of audio and Western and international cultural contexts has yet to be fully explored, and the textbook selection process lacks specific data. Audio supplements the cultural experience with sound effects of traditional instruments and dialogue in local contexts. However, using only two textbooks as a sample does not fully capture the diversity of high-school English textbooks. Furthermore, the analysis of the multimodal construction of Western and international culture is somewhat limited, while discussions of local culture are relatively prominent. However, multimodal coordination is insufficient, such as a disconnect between textual and visual cultural themes, and a lack of depth in the presentation of local modern culture, focusing on traditional elements and lacking content such as the digital economy and contemporary art. This article can provide practical references for optimizing multimodal resources in English textbooks, helping students build cultural confidence and cross-cultural communication skills in language learning.