The Language ELT Textbooks Speak

1. Introduction

The textbook satisfies a need, has a purpose and performs a function. Elements of textbooks often

considered peripheral also communicate in sometimes conflicting manners. Our study approaches

textbooks as semiotic artifacts, that is, as systems that create meaning.

Systemic Functional Linguistics (SFL) (Halliday 1994, Kress and van Leeuwen 1996, Kress 2010

and Bateman 2008) views language as a semiotic resource to create meanings in context. This theory

states that language use is always contextual in that it is the situational and cultural context of

language use that influences which linguistic options more effectively convey the meanings speakers

want to convey.

Our study explores different components in textbooks used in Argentina through a qualitative

approach.

Susana M. Liruso and Pablo E. Requena Universidad Nacional de Córdoba, Argentina

2. Method

- CORPUS:

6 ELT textbooks widely used in Argentina published from the year 2000 onwards in

Britain and representative of 3 levels of proficiency:

Beginner: New English File Elementary© (OUP©), Oxford Heroes© (OUP©)

Intermediate: Inside Out© (MacMillan©), Upstream© (Express Publishing©)

Advanced: Natural English© (OUP©), First Certificate Expert CAE© (Pearson©)

- EXTRACTIONS AND CODING: From 1 unit of each book we analyzed all the:

Rubrics

Charts

Images

Rubrics

Charts

Images

©

©

©

©

©

©

137

113

48

26

12 4 2

Typography of variation in Rubrics

Bold small lettersOther ItalicsUnderlined CAPITAL LETTERSHighlighted

64%

19%

6%

Images

Type of Image

Cartoon Drawing Photograph

13% 13% 12%

30%

24%

4%

Images per section

Images across unit sections

Grammar Vocabulary Listening

Speaking Reading Writing

61%

39%

Relation to other Images

Yes No

22.5

12 12.5 13

7 7.5

Charts and tables per section

Charts and Tables across unit sections

Grammar Vocabulary Listening

Speaking Reading Writing

71%

29%

Framed

Framing in Charts

Yes No

10%

90%

Icons / Images

Images in Charts

Yes No

79%

21%

Type of Interaction

Interaction in Charts

Closed Open

1. Conclusion

In line with a functional multimodal approach, we believe that images, charts and framing devices make meaning. Each element affects the other and they all together make an impact

on how ELT textbooks speak.

We believe that the introduction of a multiplicity of semiotic modes into textbooks calls for special competences on the part of teachers and students. Are we prepared to read into

these new meanings? Are teacher/students (equally or comparably) equipped to interpret and take advantage of them?

If we recognize that the textbooks we use are in fact multimodal resources, we as teachers should be prepared to account for the types of meanings being created, and should be ready

to develop such skills in our students, in our specific social contexts and cultures.

References Bateman, J. (2008) Multimodality and Genre. A Foundation for the Systematic Analysis of Multimodal Documents. New York: Palgrave MacMillan.

Halliday, M (1994) Introduction to Functional Grammar (2nd Edition) London: Edwrad Arnold.

Kress, G. and van Leeuwen, T. (1996) Reading Images - The grammar of visual design. Great Britain: Routledge.

Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London; New York: Routledge.

Kress, G. & van Leeuwen, T. (2006). Reading images: The grammar of visual design. New

Unsworth, L. (2001). Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Buckingham, UK: Open University

Cartoon: http://www.savagechickens.com/2007/11/weekend.html; Photos: Google, Flikrt

Acknowledgements This research was supported by a SECYT 2010-2011 grant (Universidad Nacional de Córdoba, Argentina) to the project “ANÁLISIS DE LIBROS DE TEXTO DE

INGLÉS Y ESPAÑOL COMO LENGUA EXTRANJERA DESDE UNA PERSPECTIVA SISTÉMICO FUNCIONAL”. We would like to thank: Villanueva de Debat, Elba,

Bollati, Marisel M.; Barrea, Irina; Leiguarda, Ana María; Flores, Silvia; Bocca, Ana María; and Vasconcelo, Norma Beatriz for their valuable contribution to the project.

1. Some students describe their long week-end. Read and answer Sally, Roberto or Jim.

Sally Kwon from Hong Kong loves walking so she went hiking to the mountains. She had a great week-end.

Roberto was very tired and stressed after the exams, so he spent three days at the beach and took beautiful pictures.

Jim Nakombo went to a film festival because he studies acting.

2. Listen and answer the questions.

a) Where did Billy go? _____________________ b) Why did he choose that place? _____________________ c) What did he like best? _____________________

Conjunctions because and so The conjunction because introduces a reason: She went hiking because she loves

walking The conjunction so introduces a consequence:

She loves walking so she went hiking

a) This person did something related to his/her career. ___ b) This person wanted to relax after busy study days. ____

Type of Image

(P, D, C)

Section in which

it appears

(Gr, Voc, L, R, S, W)

Size on page

(Full, ½, ¼, <)

Relation with

lx elements

(Dec, Fun)

Relation with

other images

(Yes, No, Set)

Color

(Yes, No)

Color

(White,

Other,

Comb.)

Section in which

it appears

(Gr, Voc, L, R, S, W)

Shape

(Square, Round,

Other)

Function

(Expl, Impl.)

Framing

(Yes, No)

Interaction

(Open,

Closed)

Icons/

Images

(Yes, No)

N of Rubrics Icon

(Yes, No)

Concreteness of

icon

(Concr., Abstr.)

Depicted in icon

(Body part, Instr.)

Referencing

(Num., Alph.,

Both)

Size

(Big,

Small)

Typography

(B, I, U, High, U,

l)

72

181

0 50 100 150 200

Number of Rubrics

Pre

sen

ce o

f Ic

on

Icons in Rubrics

No Icon

Icon