The Silent Curriculum: Ideologies in Chinese and Thai Primary English Textbooks

Abstract

Background and Objectives: English language teaching (ELT) textbooks, as key instruments of instruction, can subtly yet powerfully shape students’ self-perceptions and worldviews through the ideologies they embed, whether explicitly or implicitly. While existing research has frequently examined singular ideological dimensions within ELT materials, such as gender representation or cultural essentialism, comprehensive analyses exploring the interplay of multiple ideological constructs within the same textbook remain limited. This study addresses this gap by investigating the multifaceted ideological representations present in Grade 6 ELT textbooks used in China and Thailand. Specifically, it aims to identify and analyze the dominant ideologies conveyed in these textbooks and compare them in these two distinct socio-cultural contexts.

Methodology: This study employed a mixed-methods approach. Four textbooks were selected, two from each country, with one textbook in each context authored by local writers and the other by foreign authors. The analysis comprised a dual approach: (1) a qualitative analysis of visual representations of social actors, guided by Van Leeuwen’s (2008) socio-semantic framework, and (2) a qualitative analysis of textual content across selected topics, informed by Kachru’s (1992) World Englishes. Quantitative data, including frequency counts and keyness analysis, were utilized to triangulate and corroborate the qualitative findings.

Main Results: The findings indicate the presence of dominant ideologies, including unequal gender representation, a preference for Inner Circle countries, individualism and collectivism, and cosmopolitanism. Regarding gender, the textbooks reinforce male-dominant ideologies and traditional stereotypes, though some instances of counter-representations are present. Inner Circle preferences are pervasive, yet local contexts appear in textbooks by local authors, whereas foreign-authored textbooks largely exclude them. Individualism is particularly prominent in Chinese textbooks and one foreign-authored Thai textbook. Collectivist values, on the other hand, are depicted by portraying special occasions rather than everyday practices. The portrayal of cosmopolitanism varies; some textbooks emphasize global mobility and international exposure, while others adopt a more localized perspective.  

Discussions: The prevalence of male-dominant ideologies and gender stereotypes in the textbooks aligns with previous critiques of educational materials as reinforcing traditional gender roles. However, the presence of more equitable gender representations may indicate the increasing influence of global discourses on gender equality and a growing awareness of such discourses among textbook designers. The privileging of Inner Circle countries reflects linguistic imperialism, but the inclusion of ASEAN member countries in Thai-authored textbooks suggests that localized authorship has the potential to challenge such hegemonies. Similarly, the emphasis on individualism reflects global and neoliberal influences, but it contrasts with the collectivist values that remain central to Asian identities. Finally, the uneven representation of cosmopolitan ideals across the textbooks highlights discrepancies in how students are exposed to global perspectives.

Conclusions: The findings reveal both ideological commonalities and localized variations, underscoring the need for teaching materials that reflect the diverse linguistic and cultural realities of learners. These insights carry significant implications for educators, textbook developers, and policymakers, highlighting the importance of designing pedagogical materials that foster inclusivity and cultural awareness.