Traces of neoliberalism in English teaching materials: a critical discourse analysis

• Published in: Critical discourse studies Vol. 15; no. 3; pp. 247 - 264
• Main Authors: Babaii, Esmat, Sheikhi, Mohammad
• Format: Journal Article
• Language: English
• Published: Basingstoke Taylor & Francis Ltd 27.05.2018
• Subjects: Consumerism; Critical discourse analysis; Critical theory; Discourse analysis; Dominant ideologies; Educational materials; English as a second language instruction; Ideology; Language; Language teaching materials; Multiculturalism & pluralism; Neoliberalism; Power; Productivity; Social reproduction; Social research; Teaching; Text analysis; Textbooks; Textual analysis
• ISSN: 1740-5904; 1740-5912
• DOI: 10.1080/17405904.2017.1398671

Textbooks, in general, and English teaching textbooks, in particular, are acknowledged as common sites for social reproduction and disseminating dominant ideologies. In an attempt to contribute to research on textbook ideology, the current study attempted to uncover neoliberal mentality in the highly popular ELT materials taught in Iranian private language institutes. Scrutinized though CDA methodology proposed by Fairclough [2001. Language and power (2nd ed.). London: Routledge; 2003. Analysing discourse: Textual analysis for social research. London: Routledge], the textbooks were found to popularize certain tenets of neoliberalism such as market, consumerism, branding, individual productivity/marketability as well as superficial, non-critical multiculturalism which was employed, simply to present a perfect, utopian image of the West. Such a practice, it is believed here, is a clear instance of 'inculcation' (Fairclough N. [2001]. Language and power (2nd ed.). London: Routledge) whose effect needs to be counterbalanced by reflective teaching and critical pedagogy.