World Representation in the EFL Coursebook: A Sociodiscursive Approach

Abstract

Aiming to understand how EFL coursebooks represent in a socio-discursive basis the world and cultural contexts, this paper analyses 12 EFL coursebooks in 6 different didactic series, from beginner to intermediate levels. The analysis demonstrated the choices of topics and cultural contexts lead to a worldview that may influence students in adopting certain identities which are represented and legitimated in the books as the socially correct ones. The results point to an American and European worldview in 8 out of the 12 books, as well as to status and visibility as determinants of success, as it is observed in postmodern society.