Cultural representation in Evolve 1: A critical multimodal study.

Abstract

This research investigates the cultural representation in Evolve 1, an English as a Foreign Language (EFL) textbook designed for learners in the Middle East and North Africa (MENA) region. While a plethora of studies have explored culture in EFL textbooks, few have adopted both multimodal semiotic and mixed-method approaches. This study analyzes cultural representation both linguistically and visually, combining quantitative measures with qualitative semiotic analysis to provide a more comprehensive understanding of how culture is represented in Evolve 1. The analysis draws on corpus-based methods for linguistic data and applies van Leeuwen’s (2008) social actor representation frameworks (for both visual and linguistic representation) alongside Martin and Rose’s (2007, 2008) tools for analyzing tenor, field, and genre. The study seeks to answer two central questions: (1) Who is represented in the Evolve 1 textbook? and (2) How are they represented? Findings show that although visual representation appears balanced quantitatively, closer analysis reveals the dominance of certain subgroups within cultural categories. Key disparities emerge in gender roles, family structures, and visual strategies across cultures. Notably, representations of MENA cultures tend to be dynamic and internally diverse, challenging simplistic or monolithic portrayals. This study contributes to ongoing efforts to ensure equitable and culturally sensitive representations in global EFL materials. References: van Leeuwen, T. (2008). Discourse and Practice: New Tools for Critical Analysis (1st ed.). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195323306.001.0001 Martin, J. R., & Rose, D. (2008). Genre relations : mapping culture. Equinox Pub. Martin, J. R., & Rose, D. (2007). Working with discourse : meaning beyond the clause (2nd ed.). Continuum.