Establishing a zone of prioritized curricularivity: exploring a critical approach to negotiating multimodal discourses in EFL textbooks

Adams, D., and Gottlieb, E. E. (2017). Education and social change in Korea. Routledge.10.4324/9781315143934Search in Google Scholar

Ahn, K. (2011). Conceptualization of American English native speaker norms: A case study of an English classroom in South Korea. Asia Pacific Education Review, 12, 691-702. https://doi.org/10.1007/s12564-011-9169-610.1007/s12564-011-9169-6Search in Google Scholar

Ahn, H. (2014). Teachers’ attitudes towards Korean English in South Korea. World Englishes, 33(2), 195-222. https://doi.org/10.1111/weng.1208110.1111/weng.12081Search in Google Scholar

Althusser, L. (1971). Ideology and ideological state apparatuses. Lenin and philosophy and other essays. Trans. Ben Brewster. New York: Monthly Review Press, 1270186.Search in Google Scholar

Ball, S. J. (2012). Foucault, power, and education. Routledge.10.4324/9780203078662Search in Google Scholar

Banes, L. C., Martínez, D. C., Athanases, S. Z., & Wong, J. W. (2016). Self-reflexive inquiry into language use and beliefs: Toward more expansive language ideologies. International Multilingual Research Journal, 10(3), 168-187. https://doi.org/10.1080/19313152.2016.118590610.1080/19313152.2016.1185906Search in Google Scholar

Bateman, J. (2014). Text and image: A critical introduction to the visual/verbal divide. Routledge.10.4324/9781315773971Search in Google Scholar

Bell, J., & Gower, R. (2011). Writing course materials for the world: A great compromise. In Tomlinson, B. (Ed.), Materials development in language teaching (2nd ed., pp. 135–150). Cambridge: Cambridge University Press.Search in Google Scholar

Benson, P. (2017). Language Learning Beyond the Classroom: Access all Areas. Studies in Self- Access Learning Journal, 8(2).10.37237/080206Search in Google Scholar

Biggs, J., & Tang, C. (2007). Teaching for quality learning at university. Berkshire. England: McGraw-Hill, Date retrieved: August 5, 2014.Search in Google Scholar

Canagarajah, S. (2016). TESOL as a professional community: A half-century of pedagogy, research, and theory. TESOL quarterly, 50(1), 7-41. https://doi.org/10.1002/tesq.27510.1002/tesq.275Search in Google Scholar

Chang, B. M. (2009). Korea’s English Education Policy Innovations to Lead the Nation into the Globalized World. Journal of Pan-Pacific Association of Applied Linguistics, 13(1), 83-97.Search in Google Scholar

Chun, S., Kim, H., Park, C. K., McDonald, K., Oh, S. H., Kim, D. L. & Lee, S. M. (2017). South Korean students’ responses to English-medium instruction courses. Social Behavior and Personality: An international journal, 45(6), 951-965. https://doi.org/10.2224/sbp.604910.2224/sbp.6049Search in Google Scholar

Connelly, F. M., & Clandinin, D. J. (1988). Teachers as Curriculum Planners. Narratives of Experience. New York: Teachers College Press.Search in Google Scholar

Cortazzi, M., & Jin, L. (1993). Cultures of learning; language classrooms in China (pp. 169-206). Society and the Language Classroom. Cambridge, UK: Cambridge University Press.Search in Google Scholar

Cortez, N. (2008). Am I in the book? Imagined communities and language ideologies of English in a global EFL textbook. (Unpublished doctoral dissertation). University of Arizona. http://hdl.handle.net/10150/195553Search in Google Scholar

Curdt-Christiansen, X. L. and Weninger, C. (Eds). (2015). Language, ideology and education: The politics of textbooks in language education. Routledge.Search in Google Scholar

Dendrinos, B. (2015). The politics of instructional materials of English for young learners. In Language, Ideology and Education (pp. 43-63). Routledge.Search in Google Scholar

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.Search in Google Scholar

Ellis, R. (2017). Oral corrective feedback in L2 classrooms: What we know so far. In: Corrective feedback in second language teaching and learning (pp. 3-18). Routledge. https://doi.org/10.4324/978131562143210.4324/9781315621432Search in Google Scholar

Fairclough, N. (2013). Critical discourse analysis: The critical study of language. Routledge. Doi: 10.4324/978131583436810.4324/9781315834368Search in Google Scholar

Fitzgibbon, L. (2013). Ideologies and power relations in a global commercial English language textbook used in South Korean universities: A critical image analysis and a critical discourse analysis. Unpublished PhD dissertation. University of Queensland.Search in Google Scholar

Fox, J. (2004). Curriculum design: Does it make a difference. In Contact, Special Research Symposium Issue, (30)2, 1-5.Search in Google Scholar

Fredricks, L. (2007). A rationale for critical pedagogy in EFL: The case of Tajikistan. The Reading Matrix, 7(2).Search in Google Scholar

Gee, J. P. (2004). An introduction to discourse analysis: Theory and method. Routledge. Doi: 10.4324/978020300567510.4324/9780203005675Search in Google Scholar

Haggerty, J. and Fox, J. (2016). Test intensity, language testing experience, and the motivation to learn English in South Korea. In: Arayadoust, V. & Fox, J. (Eds.), Trends in language assessment research and practice: The view from the Middle East and the Pacific Rim (pp. 486-512). Newcastle, UK: Cambridge Scholars Publishing.Search in Google Scholar

Jewitt, C., Bezemer, J., & O’Halloran, K. (2016). Introducing multimodality. Routledge.10.4324/9781315638027Search in Google Scholar

Kachru, B. B. (1992). World Englishes: Approaches, issues and resources. Language teaching, 25(1), 1-14. Available on: https://doi.org/10.1017/S026144480000658310.1017/S0261444800006583Search in Google Scholar

Kress, G., & Van Leeuwen, T. (2006). Reading images: The grammar of visual design. Routledge. London, UK.10.4324/9780203619728Search in Google Scholar

Kress, G. (2010). Multimodality. London: Routledge.Search in Google Scholar

Kuck, M. H. (2007). Mi and myself: Dual identity in Jamaican contact language speakers (Jamaica). In H. M. McGarrell (Ed.), Language Teacher Research in the Americas, (pp. 113-124). Alexandria, VA: TESOL.Search in Google Scholar

Kutz, I. (2004). From outsider to insider: Studying academic discourse communities across the curriculum. In Zamel, V. & Spack, R. (Eds.), Crossing the Curriculum: Multilingual learners in college classrooms (pp. 75-94). Mahwah, NJ: Lawrence Erlbaum.Search in Google Scholar

Machin, D. & Mayr, A. (2012). How to Do Critical Discourse Analysis A Multimodal Introduction. Sage.Search in Google Scholar

Meschede, N., Fiebranz, A., Möller, K. and Steffensky, M. (2017). Teachers’ professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre- service and in-service teachers. Teaching and teacher education, 66, 158-170. https://doi.org/10.1016/j.tate.2017.04.01010.1016/j.tate.2017.04.010Search in Google Scholar

Norris, S. (2019) Systematically working with multimodal data: Research methods in multimodal discourse analysis. John Wiley & Sons.10.1002/9781119168355Search in Google Scholar

Null, W. (2016). Curriculum: From theory to practice. Rowman & Littlefield.Search in Google Scholar

Paik, K. (2018). The English language in Korea: its history and vision. Asian Englishes, 20(2), 122-133. https://doi.org/10.1080/13488678.2018.142621610.1080/13488678.2018.1426216Search in Google Scholar

Pennycook, A. (2008). Critical Applied Linguistics: A Critical Introduction. Taylor & Francis e-library, Kindle edition.Search in Google Scholar

Rabbidge, M. (2017). Embracing reflexivity: the importance of not hiding the mess. TESOL Quarterly, 51(3). https://doi.org/10.1002/tesq.39710.1002/tesq.397Search in Google Scholar

Richards, J. C. (2001). The role of textbooks in a language program. Cambridge University Press.Search in Google Scholar

Rogan, J. M. (2007). How much curriculum change is appropriate? Defining a zone of feasible innovation. Science Education, 91, 439-460. Available on: https://doi.org/10.1002/sce.2019210.1002/sce.20192Search in Google Scholar

Saslow, J. M. and Ascher, A. (2011). Top Notch: Student book 2. Pearson Longman.Search in Google Scholar

Scollon, R., Scollon, S.W., & Jones, R.H. (2011). What is a discourse approach? Intercultural communication: A discourse approach, 1-25.10.1002/9781405198431.wbeal0555Search in Google Scholar

Song, H. (2013). Deconstruction of cultural dominance in Korean EFL textbooks. Intercultural Education, 24(4), 382-390. Available on: https://doi.org/10.1080/14675986.2013.80924810.1080/14675986.2013.809248Search in Google Scholar

Stoller, A. (2015). Taylorism and the logic of learning outcomes. Journal of Curriculum Studies, 47(3), 317-333. Available on: https://doi.org/10.1080/00220272.2015.101832810.1080/00220272.2015.1018328Search in Google Scholar

Thompson, A. S. and Lee, J. (2018). The motivational factors questionnaire in the Korean EFL context: Predicting group membership according to English proficiency and multilingual status. The Language Learning Journal, 46(4): 398-414. https://doi.org/10.1080/09571736.2015.113008210.1080/09571736.2015.1130082Search in Google Scholar

Tomlinson, B., & Masuhara, H. (Eds.). (2011). Research for materials development in language learning: Evidence for best practice. Bloomsbury Publishing.Search in Google Scholar

Van Dijk, T. A. (Ed.). (1997). Discourse as social interaction (Vol. 2). Sage.Search in Google Scholar

Van Dijk, T. A. (Ed.). (2011). Discourse studies: A multidisciplinary introduction. Sage.Search in Google Scholar

Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.Search in Google Scholar

Weninger, C., & Kiss, T. (2013). Culture in English as a foreign language (EFL) textbook: A semiotic approach. TESOL quarterly, 47(4), 694-716. Available on: https://doi.org/10.1002/tesq.8710.1002/tesq.87Search in Google Scholar

Wodak, R., & Meyer, M. (2016). Methods of Critical Discourse Studies. SAGE Publications. Kindle Edition.Search in Google Scholar

Wohlwend, K. E. (2011). Mapping modes in children’s play and design: An action-oriented approach to critical multimodal analysis. An introduction to critical discourse analysis in education, 242-266.Search in Google Scholar

Woods, D. (1996). Teacher Cognition in Language Teaching. Cambridge University Press.Search in Google Scholar