Conceptual Representation of Culture in EFL Textbook Images: A Multimodal Analysis
Keywords:
conceptual representation; cultural content; cultural representation; EFL textbook; multimodal analysis
Abstract
This study investigated the types of culture presented in EFL school textbooks in Indonesia. Qualitative content analysis and the Kress & van Leeuwen’s conceptual representation framework were employed to analyze the data in two textbooks widely used at the Junior high school level. The findings show that both textbooks portray a rather disproportionate representation of culture. Target culture is represented more dominantly in the global textbook, while the locally produced textbook emphasizes the presentation of source culture. This finding suggests that the former textbook, despite some localization, is intended to appeal to a wider global audience, while the latter implies an attempt to preserve local identity and localize the context of English language learning. Such imbalanced representation has the potential to impede students’ acquisition of intercultural communicative competence. Therefore, there is an urgency for material developers to provide students with balanced cultural content, as well as an active role from the teacher to appropriately select learning materials to supplement the drawbacks of the textbooks.
References
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Adawiyah, S. Z., & Oktavianti, I. N. (2023). Gender representation in Merdeka curriculum ELT textbooks: A corpus-assisted study. Indonesian Journal of EFL and Linguistics, 8(2).
Alfaya, A. F., Rochsantiningsih, D., & Sumardi, S. (2023). Cultural representation in the ELT textbook "Work in Progress." Diksi, 31(2), 233–243. https://doi.org/10.21831/diksi.v31i2.65026
Anderson, K. T., & Kachorsky, D. (2019). Assessing students' multimodal compositions: An analysis of the literature. English Teaching, 18(3), 312–334. https://doi.org/10.1108/ETPC-11-2018-0092
Arini, Y. D. (2023). Cultural content evaluation in Indonesian English textbooks: A case study of the Merdeka curriculum. ELITE Journal, 5(1), 45–58.
Awayed-Bishara, M. (2015). Analyzing the cultural content of materials used for teaching English to high school speakers of Arabic in Israel. Discourse and Society, 26(5), 517–542. https://doi.org/10.1177/0957926515581154
Awayed-Bishara, M. (2021). Linguistic citizenship in the EFL classroom: Granting the local a voice through English. TESOL Quarterly, 1–23. https://doi.org/10.1002/tesq.3009
Barthes, R. (1984). Camera lucida. Fontana.
Berger, J. (1972). Ways of seeing. Penguin.
Bezemer, J., & Kress, G. (2015). Multimodality, learning and communication. Routledge. https://doi.org/10.4324/9781315687537
Bouchey, B., Castek, J., & Thygeson, J. (2021). Multimodal learning. Texto Livre: Linguagem e Tecnologia 14(3), pp. 35–54). https://doi.org/10.1007/978-3-030-58948-6_3
Chao, T. (2011). The hidden curriculum of cultural content in internationally published ELT textbooks: A closer look at new American inside out. The Journal of AsiaTEFL, 8(2), 189–210.
Chen, J. J. (2002). Reforming textbooks, reshaping school knowledge: Taiwan's textbook deregulation in the 1990s. Pedagogy, Culture and Society, 10(1), 39–72. https://doi.org/10.1080/14681360200200129
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 196–244). Cambridge University Press.
Derakhshan, A. (2021). "Should textbook images be merely decorative?": Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective. Language Teaching Research, 28(1). https://doi.org/10.1177/1362168821992264
Dervin, F. (2022). The paradoxes of interculturality: A toolbox of out-of-the-box ideas for intercultural communication education. Routledge.
Dewi, K. C., Asib, A., & Drajati, N. A. (2023). Multimodal analysis of an English textbook used for EFL young learners. NOBEL Journal of Literature and Language Teaching, 14(1), 1–15.
Elmiana, D. S. (2019). Pedagogical representation of visual images in EFL textbooks: A multimodal perspective. Pedagogy, Culture and Society, 27(4), 613–628. https://doi.org/10.1080/14681366.2019.1569550
Elshadelin, G., & Yumarnamto, M. (2020). Cultural contents in two English textbooks in Indonesia: Representations and sources of culture. Beyond Words, 8(2), 60–75.
Erfanian Mohammadi, J., Elahi Shirvan, M., & Akbari, O. (2019). Systemic functional multimodal discourse analysis of teaching students developing classroom materials. Teaching in Higher Education, 24(8), 964–986. https://doi.org/10.1080/13562517.2018.1527763
Gheisari, M., & Akbari, O. (2022). A comparison of cultural representation and ideologies in the multimodal discourses of textbooks used in public and private Iranian contexts: A cross-textual study. Social Semiotics, 34(2), 289–309. https://doi.org/10.1080/10350330.2022.2094234
Gheisari, N., & Akbari, R. (2022). Cultural ideology in Iranian English language teaching textbooks. TESL-EJ, 26(1), 1–17.
Grapin, S. (2018). Multimodality in the new content standards era: Implications for English learners. TESOL Quarterly, 53(1), 30–55. https://doi.org/10.1002/tesq.443
Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. Edward Arnold.
Hua, H. H., & Le, T. T. (2025). Understanding the representation of intercultural competence in EFL education: Strategies among Vietnamese teachers. Cogent Arts & Humanities, 12(1). https://doi.org/10.1080/23311983.2025.2474819
Jang, G., Tinker Sachs, G., & Park, J. H. (2023). Conflicting understandings of multicultural society, global world, and English: Multimodal content analysis of 5 Korean elementary EFL textbooks. Critical Inquiry in Language Studies, 21(2), 153–176. https://doi.org/10.1080/15427587.2023.2198130
Kiss, T., & Weninger, C. (2017). Cultural learning in the EFL classroom: The role of visuals. ELT Journal, 71(2). https://doi.org/10.1093/elt/ccw072
Kovács, G. (2017). Culture in language teaching: A course design for teacher trainees. Acta Universitatis Sapientiae, Philologica, 9(3), 73–86. https://doi.org/10.1515/ausp-2017-0030
Kress, G. (2003). Literacy in the new media age. Routledge. https://doi.org/10.4324/9780203299234
Kress, G., & van Leeuwen, T. (2020). Reading images. Routledge. https://doi.org/10.4324/9781003099857
Krippendorff, K. (2019). Content analysis: An introduction to its methodology (4th ed.). SAGE Publications. https://doi.org/10.4135/9781071878781
Lavrenteva, E., & Orland-Barak, L. (2023). Conceptual-analytical framework for exploring culture in EFL coursebooks: Analysis of teaching materials from a multimodal perspective. Social Sciences and Humanities Open, 7(1), 100441. https://doi.org/10.1016/j.ssaho.2023.100441
Lee, J. F. K., & Li, X. (2019). Cultural representation in English language textbooks: A comparison of textbooks used in mainland China and Hong Kong. Pedagogy, Culture and Society, 28(4), 605–623. https://doi.org/10.1080/14681366.2019.1681495
Li, Z., Zeng, J., & Nam, B. H. (2023). A comparative analysis of multimodal native cultural content in English-language textbooks in China and Mongolia. SAGE Open, 13(2), 1–15. https://doi.org/10.1177/21582440231178195
Lim, F. V., Toh, W., & Nguyen, T. T. H. (2022). Multimodality in the English language classroom: A systematic review of literature. Linguistics and Education, 69, 101048. https://doi.org/10.1016/j.linged.2022.101048
López-Barrios, M., & de Debat, E. V. (2014). International perspectives on materials in ELT. Springer. https://doi.org/10.1057/9781137023315
Mahboob, A. (2017). The power of language in textbooks: Shaping futures, shaping identities. Asian Englishes, 19(3), 259–272. https://doi.org/10.1080/13488678.2017.1341080
Mayring, P. (2015). Qualitative content analysis: Theoretical background and procedures. In Approaches to qualitative research in mathematics education (pp. 365–380). Springer. https://doi.org/10.1007/978-94-017-9181-6_13
McConachy, T. (2018). Critically engaging with cultural representations in foreign language textbooks. Intercultural Education, 29(1), 77–88. https://doi.org/10.1080/14675986.2017.1404783
Motschenbacher, H. (2019). Non-nativeness as a dimension of inclusion: A multimodal representational analysis of EFL textbooks. International Journal of Applied Linguistics, 29(3), 285–307. https://doi.org/10.1111/ijal.12237
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
Prihatiningsih, F., Petrus, I., & Silvhiany, S. (2021). Cultural representation in EFL textbooks for the seventh graders: A multimodal analysis. Lingua Cultura, 15(1), 121–133. https://doi.org/10.21512/lc.v15i1.7319
Putra, T. K., Rochsantiningsih, D., & Supriyadi, S. (2020). Cultural representation and intercultural interaction in textbooks of English as an international language. Journal on English as a Foreign Language, 10(1), 168–190. https://doi.org/10.23971/jefl.v10i1.1766
Ramadhani, Z., & Refnaldi, R. (2024). Cultural sense analysis of reading text for the seventh grade in the junior high school English textbook: "English for Nusantara." Journal of Languages and Language Teaching, 12(3), 1431. https://doi.org/10.33394/jollt.v12i3.11380
Risager, K. (2020). Language textbooks: windows to the world. Language, Culture and Curriculum, 34(2), 119–132. https://doi.org/10.1080/07908318.2020.1797767
Risager, K. (2021). Language textbooks and popular geopolitics: Representations of the world and (post)colonial history in English and French. Journal of Postcolonial Linguistics, 2021(5), 12-30. https://iacpl.net/jopol/issues/journal-of-postcolonial-linguistics-52021/language-textbooks-and-popular-geopolitics/#
Shah, W. A., Jatoi, Q. un nisa, & Shah, U. R. (2025). De-centering the anthropocentric worldview in language textbooks: A posthumanist call for discursive reparations for sustainable ELT. Linguistics and Education, 86, 101397. https://doi.org/10.1016/j.linged.2025.101397
Sihombing, T. H. J., & Nguyen, M. X. N. C. (2022). Cultural content of an English textbook in Indonesia: Text analysis and teachers' attitudes. Asian Englishes, 27(1) 1–23. https://doi.org/10.1080/13488678.2022.2132131
Smith, C. (2021). Deconstructing innercirclism: A critical exploration of multimodal discourse in an English as a foreign language textbook. Discourse, 44(1), 88–105. https://doi.org/10.1080/01596306.2021.1963212
Smith, L. (2021). Racial and cultural representation in global ELT textbooks: A multimodal analysis. Language Teaching Research, 25(4), 521–544. https://doi.org/10.1177/1362168820981447
Tajeddin, Z., & Teimournezhad, S. (2014). Exploring the hidden agenda in the representation of culture in international and localised ELT textbooks. Language Learning Journal, 43(2), 180–193. https://doi.org/10.1080/09571736.2013.869942
Toledo-Sandoval, F. (2020). Local culture and locally produced ELT textbooks: How do teachers bridge the gap? System, 95, 102362. https://doi.org/10.1016/j.system.2020.102362
Tomlinson, B. (2013). Developing materials for language teaching (2nd ed.). Bloomsbury.
Tomlinson, B., Burns, A., Richards, J. C., Carter, R., & Nunan, D. (Eds.). (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge University Press. https://doi.org/10.1017/CBO9780511667206
Toohey, K., Dagenais, D., Fodor, A., Hof, L., Nuñez, O., Singh, A., & Schulze, L. (2015). That sounds so cooool: Entanglements of children, digital tools, and literacy practices. TESOL Quarterly, 49(3), 461–485. https://doi.org/10.1002/tesq.236
Uzum, B., Yazan, B., Zahrawi, S., Bouamer, S., & Malakaj, E. (2021). A comparative analysis of cultural representations in collegiate world language textbooks (Arabic, French, and German). Linguistics and Education, 61. https://doi.org/10.1016/j.linged.2020.100901
van den Hoonaard, W. C. (2008). Inter- and intracoder reliability. In L. M. Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp. 85–90). SAGE Publications. https://doi.org/10.4135/9781412963909.n223
van Leeuwen, T. (2012). Critical analysis of multimodal discourse. In The encyclopedia of applied linguistics. https://doi.org/10.1002/9781405198431.wbeal0269
Weninger, C. (2020). Multimodality in critical language textbook analysis. Language, Culture and Curriculum, 1–14. https://doi.org/10.1080/07908318.2020.1797083
Weninger, C., & Kiss, T. (2013). Culture in English as a foreign language (EFL) textbook: A semiotic approach. TESOL Quarterly, 47(4), 694–716. https://doi.org/10.1002/tesq.87
Weninger, C., Lim, F. V., & Chen, Y. (2024). Applying multimodal analysis. In A. M. Riazi (Ed.), Less frequently used research methodologies in applied linguistics (pp. 68–82). John Benjamins Publishing Company. https://doi.org/10.1075/rmal.6.05wen
Widodo, H. P., Perfecto, M. R., & Canh, L. V. (2018). Situating moral and cultural values in ELT materials. Springer.
Yoon, B. (2015). Critical literacies: Global and multicultural perspectives. Springer. https://doi.org/10.1007/978-981-287-943-1
Adawiyah, S. Z., & Oktavianti, I. N. (2023). Gender representation in Merdeka curriculum ELT textbooks: A corpus-assisted study. Indonesian Journal of EFL and Linguistics, 8(2).
Alfaya, A. F., Rochsantiningsih, D., & Sumardi, S. (2023). Cultural representation in the ELT textbook "Work in Progress." Diksi, 31(2), 233–243. https://doi.org/10.21831/diksi.v31i2.65026
Anderson, K. T., & Kachorsky, D. (2019). Assessing students' multimodal compositions: An analysis of the literature. English Teaching, 18(3), 312–334. https://doi.org/10.1108/ETPC-11-2018-0092
Arini, Y. D. (2023). Cultural content evaluation in Indonesian English textbooks: A case study of the Merdeka curriculum. ELITE Journal, 5(1), 45–58.
Awayed-Bishara, M. (2015). Analyzing the cultural content of materials used for teaching English to high school speakers of Arabic in Israel. Discourse and Society, 26(5), 517–542. https://doi.org/10.1177/0957926515581154
Awayed-Bishara, M. (2021). Linguistic citizenship in the EFL classroom: Granting the local a voice through English. TESOL Quarterly, 1–23. https://doi.org/10.1002/tesq.3009
Barthes, R. (1984). Camera lucida. Fontana.
Berger, J. (1972). Ways of seeing. Penguin.
Bezemer, J., & Kress, G. (2015). Multimodality, learning and communication. Routledge. https://doi.org/10.4324/9781315687537
Bouchey, B., Castek, J., & Thygeson, J. (2021). Multimodal learning. Texto Livre: Linguagem e Tecnologia 14(3), pp. 35–54). https://doi.org/10.1007/978-3-030-58948-6_3
Chao, T. (2011). The hidden curriculum of cultural content in internationally published ELT textbooks: A closer look at new American inside out. The Journal of AsiaTEFL, 8(2), 189–210.
Chen, J. J. (2002). Reforming textbooks, reshaping school knowledge: Taiwan's textbook deregulation in the 1990s. Pedagogy, Culture and Society, 10(1), 39–72. https://doi.org/10.1080/14681360200200129
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 196–244). Cambridge University Press.
Derakhshan, A. (2021). "Should textbook images be merely decorative?": Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective. Language Teaching Research, 28(1). https://doi.org/10.1177/1362168821992264
Dervin, F. (2022). The paradoxes of interculturality: A toolbox of out-of-the-box ideas for intercultural communication education. Routledge.
Dewi, K. C., Asib, A., & Drajati, N. A. (2023). Multimodal analysis of an English textbook used for EFL young learners. NOBEL Journal of Literature and Language Teaching, 14(1), 1–15.
Elmiana, D. S. (2019). Pedagogical representation of visual images in EFL textbooks: A multimodal perspective. Pedagogy, Culture and Society, 27(4), 613–628. https://doi.org/10.1080/14681366.2019.1569550
Elshadelin, G., & Yumarnamto, M. (2020). Cultural contents in two English textbooks in Indonesia: Representations and sources of culture. Beyond Words, 8(2), 60–75.
Erfanian Mohammadi, J., Elahi Shirvan, M., & Akbari, O. (2019). Systemic functional multimodal discourse analysis of teaching students developing classroom materials. Teaching in Higher Education, 24(8), 964–986. https://doi.org/10.1080/13562517.2018.1527763
Gheisari, M., & Akbari, O. (2022). A comparison of cultural representation and ideologies in the multimodal discourses of textbooks used in public and private Iranian contexts: A cross-textual study. Social Semiotics, 34(2), 289–309. https://doi.org/10.1080/10350330.2022.2094234
Gheisari, N., & Akbari, R. (2022). Cultural ideology in Iranian English language teaching textbooks. TESL-EJ, 26(1), 1–17.
Grapin, S. (2018). Multimodality in the new content standards era: Implications for English learners. TESOL Quarterly, 53(1), 30–55. https://doi.org/10.1002/tesq.443
Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. Edward Arnold.
Hua, H. H., & Le, T. T. (2025). Understanding the representation of intercultural competence in EFL education: Strategies among Vietnamese teachers. Cogent Arts & Humanities, 12(1). https://doi.org/10.1080/23311983.2025.2474819
Jang, G., Tinker Sachs, G., & Park, J. H. (2023). Conflicting understandings of multicultural society, global world, and English: Multimodal content analysis of 5 Korean elementary EFL textbooks. Critical Inquiry in Language Studies, 21(2), 153–176. https://doi.org/10.1080/15427587.2023.2198130
Kiss, T., & Weninger, C. (2017). Cultural learning in the EFL classroom: The role of visuals. ELT Journal, 71(2). https://doi.org/10.1093/elt/ccw072
Kovács, G. (2017). Culture in language teaching: A course design for teacher trainees. Acta Universitatis Sapientiae, Philologica, 9(3), 73–86. https://doi.org/10.1515/ausp-2017-0030
Kress, G. (2003). Literacy in the new media age. Routledge. https://doi.org/10.4324/9780203299234
Kress, G., & van Leeuwen, T. (2020). Reading images. Routledge. https://doi.org/10.4324/9781003099857
Krippendorff, K. (2019). Content analysis: An introduction to its methodology (4th ed.). SAGE Publications. https://doi.org/10.4135/9781071878781
Lavrenteva, E., & Orland-Barak, L. (2023). Conceptual-analytical framework for exploring culture in EFL coursebooks: Analysis of teaching materials from a multimodal perspective. Social Sciences and Humanities Open, 7(1), 100441. https://doi.org/10.1016/j.ssaho.2023.100441
Lee, J. F. K., & Li, X. (2019). Cultural representation in English language textbooks: A comparison of textbooks used in mainland China and Hong Kong. Pedagogy, Culture and Society, 28(4), 605–623. https://doi.org/10.1080/14681366.2019.1681495
Li, Z., Zeng, J., & Nam, B. H. (2023). A comparative analysis of multimodal native cultural content in English-language textbooks in China and Mongolia. SAGE Open, 13(2), 1–15. https://doi.org/10.1177/21582440231178195
Lim, F. V., Toh, W., & Nguyen, T. T. H. (2022). Multimodality in the English language classroom: A systematic review of literature. Linguistics and Education, 69, 101048. https://doi.org/10.1016/j.linged.2022.101048
López-Barrios, M., & de Debat, E. V. (2014). International perspectives on materials in ELT. Springer. https://doi.org/10.1057/9781137023315
Mahboob, A. (2017). The power of language in textbooks: Shaping futures, shaping identities. Asian Englishes, 19(3), 259–272. https://doi.org/10.1080/13488678.2017.1341080
Mayring, P. (2015). Qualitative content analysis: Theoretical background and procedures. In Approaches to qualitative research in mathematics education (pp. 365–380). Springer. https://doi.org/10.1007/978-94-017-9181-6_13
McConachy, T. (2018). Critically engaging with cultural representations in foreign language textbooks. Intercultural Education, 29(1), 77–88. https://doi.org/10.1080/14675986.2017.1404783
Motschenbacher, H. (2019). Non-nativeness as a dimension of inclusion: A multimodal representational analysis of EFL textbooks. International Journal of Applied Linguistics, 29(3), 285–307. https://doi.org/10.1111/ijal.12237
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
Prihatiningsih, F., Petrus, I., & Silvhiany, S. (2021). Cultural representation in EFL textbooks for the seventh graders: A multimodal analysis. Lingua Cultura, 15(1), 121–133. https://doi.org/10.21512/lc.v15i1.7319
Putra, T. K., Rochsantiningsih, D., & Supriyadi, S. (2020). Cultural representation and intercultural interaction in textbooks of English as an international language. Journal on English as a Foreign Language, 10(1), 168–190. https://doi.org/10.23971/jefl.v10i1.1766
Ramadhani, Z., & Refnaldi, R. (2024). Cultural sense analysis of reading text for the seventh grade in the junior high school English textbook: "English for Nusantara." Journal of Languages and Language Teaching, 12(3), 1431. https://doi.org/10.33394/jollt.v12i3.11380
Risager, K. (2020). Language textbooks: windows to the world. Language, Culture and Curriculum, 34(2), 119–132. https://doi.org/10.1080/07908318.2020.1797767
Risager, K. (2021). Language textbooks and popular geopolitics: Representations of the world and (post)colonial history in English and French. Journal of Postcolonial Linguistics, 2021(5), 12-30. https://iacpl.net/jopol/issues/journal-of-postcolonial-linguistics-52021/language-textbooks-and-popular-geopolitics/#
Shah, W. A., Jatoi, Q. un nisa, & Shah, U. R. (2025). De-centering the anthropocentric worldview in language textbooks: A posthumanist call for discursive reparations for sustainable ELT. Linguistics and Education, 86, 101397. https://doi.org/10.1016/j.linged.2025.101397
Sihombing, T. H. J., & Nguyen, M. X. N. C. (2022). Cultural content of an English textbook in Indonesia: Text analysis and teachers' attitudes. Asian Englishes, 27(1) 1–23. https://doi.org/10.1080/13488678.2022.2132131
Smith, C. (2021). Deconstructing innercirclism: A critical exploration of multimodal discourse in an English as a foreign language textbook. Discourse, 44(1), 88–105. https://doi.org/10.1080/01596306.2021.1963212
Smith, L. (2021). Racial and cultural representation in global ELT textbooks: A multimodal analysis. Language Teaching Research, 25(4), 521–544. https://doi.org/10.1177/1362168820981447
Tajeddin, Z., & Teimournezhad, S. (2014). Exploring the hidden agenda in the representation of culture in international and localised ELT textbooks. Language Learning Journal, 43(2), 180–193. https://doi.org/10.1080/09571736.2013.869942
Toledo-Sandoval, F. (2020). Local culture and locally produced ELT textbooks: How do teachers bridge the gap? System, 95, 102362. https://doi.org/10.1016/j.system.2020.102362
Tomlinson, B. (2013). Developing materials for language teaching (2nd ed.). Bloomsbury.
Tomlinson, B., Burns, A., Richards, J. C., Carter, R., & Nunan, D. (Eds.). (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge University Press. https://doi.org/10.1017/CBO9780511667206
Toohey, K., Dagenais, D., Fodor, A., Hof, L., Nuñez, O., Singh, A., & Schulze, L. (2015). That sounds so cooool: Entanglements of children, digital tools, and literacy practices. TESOL Quarterly, 49(3), 461–485. https://doi.org/10.1002/tesq.236
Uzum, B., Yazan, B., Zahrawi, S., Bouamer, S., & Malakaj, E. (2021). A comparative analysis of cultural representations in collegiate world language textbooks (Arabic, French, and German). Linguistics and Education, 61. https://doi.org/10.1016/j.linged.2020.100901
van den Hoonaard, W. C. (2008). Inter- and intracoder reliability. In L. M. Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp. 85–90). SAGE Publications. https://doi.org/10.4135/9781412963909.n223
van Leeuwen, T. (2012). Critical analysis of multimodal discourse. In The encyclopedia of applied linguistics. https://doi.org/10.1002/9781405198431.wbeal0269
Weninger, C. (2020). Multimodality in critical language textbook analysis. Language, Culture and Curriculum, 1–14. https://doi.org/10.1080/07908318.2020.1797083
Weninger, C., & Kiss, T. (2013). Culture in English as a foreign language (EFL) textbook: A semiotic approach. TESOL Quarterly, 47(4), 694–716. https://doi.org/10.1002/tesq.87
Weninger, C., Lim, F. V., & Chen, Y. (2024). Applying multimodal analysis. In A. M. Riazi (Ed.), Less frequently used research methodologies in applied linguistics (pp. 68–82). John Benjamins Publishing Company. https://doi.org/10.1075/rmal.6.05wen
Widodo, H. P., Perfecto, M. R., & Canh, L. V. (2018). Situating moral and cultural values in ELT materials. Springer.
Yoon, B. (2015). Critical literacies: Global and multicultural perspectives. Springer. https://doi.org/10.1007/978-981-287-943-1
Published
2025-06-01
How to Cite
Suwandani, F., & Hidayati, S. (2025). Conceptual Representation of Culture in EFL Textbook Images: A Multimodal Analysis. Dinamika Ilmu, 25(1), 99-122. https://doi.org/10.21093/di.v25i1.10098
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