Lexical Analysis of English Textbooks: A Critical Discourse Analysis

Abstract

This paper is on the keywords embedded within English textbooks through a corpus-based Critical Discourse Analysis (CDA). With globalization facilitating the dissemination of English language education worldwide, textbooks serve as crucial vehicles for transmitting cultural values and norms alongside linguistic proficiency. The study employs lexical analysis techniques to scrutinize the representation and implications of keywords within English textbooks published under the guidelines of Single National Curriculum (SNC) taught in 9^th and 10^th grade. Drawing on theories of critical discourse analysis, the research investigates how these textbooks construct and perpetuate particular cultural ideologies, power structures, and identities. The methodology involves compiling a corpus of English textbooks. The study follows a mixed method. Qualitative analysis is employed through content analysis by contextualizing these findings within broader socio-political and educational frameworks. Additionally, through systematic sampling of concordance analysis, the study identifies recurring ideological keywords and traces their usage patterns in textbooks. This research shed light on how certain ideologies are encoded and transmitted through textbooks. Moreover, the study highlights the potential implications of these representations on learners’ cultural awareness, identity formation, and intercultural competence. This research contributes to a deeper understanding of the intersection between language, culture, and power in educational contexts by critically examining the discursive construction of the keywords in English textbooks. The findings of the study indicate the predominance of religious and moral teachings in the textbooks. The portrayal of moral and religious ideologies in these textbooks raise concerns about balance as these books predominantly feature one religious’ perspective by excluding others inadvertently. It also offers insights for curriculum developers, educators, and policymakers to foster more inclusive and culturally sensitive approaches to English language education. Ultimately, the study underscores the importance of critically engaging with linguistic and cultural materials to pursue equitable and transformative education.