<abstract xmlns="http://www.w3.org/1999/xhtml"><p>University English as a foreign language (EFL) programs in expanding circle communities often pressure instructors and students to use globally published EFL textbooks for reasons more socio-political than pedagogical. While some critical studies underscore multimodal discourse to be an under-appreciated source of dominant social narratives in EFL textbooks, few have investigated their live negotiation in classrooms. To address the challenges negotiating potentially harmful social narratives in EFL textbooks, the present study proposes a two-step model for achieving a zone of prioritized curricularivity (ZPC). The model informs reflexive teaching practice in EFL instruction because it necessitates an understanding of a) the curricular commonplaces of a particular EFL program and b) the power and ideologies in the multimodal discourse of their textbooks, to mitigate perceived social injustices in the textbook lessons as they are negotiated “in situ.” Demonstrated in vignettes, featuring two EFL courses at Chung-Buk National University in Cheong Ju city, Korea, two instructors used the ZPC framework to inform their reconstruction of multimodal discourses in their EFL textbooks to inculcate student involvement and participation. A novel, multimodal interactional analysis of video recordings looked at proxemics, gaze, spoken language, head movement, auditory emphasis, and gesture and discovered that each instructor recontextualized, neutralized, or skipped much of the multimodal discourse in the lessons. The findings suggest that a ZPC is achieved when the efforts by instructors to recontextualize textbook lessons in situ is met with positive feedback from students in the classroom – noted as heightened attentiveness, happy or cheerful participation, and enthusiastic discussion. The implications suggest a ZPC can help instructors and students and in EFL programs in any expanding circle culture because it can simultaneously improve student learning/acquisition in the classroom, diminish dominant, culturally marginalizing textbook content, while raising the value of student investment in EFL learning.</p></abstract>

University English as a foreign language (EFL) programs in expanding circle communities often pressure instructors and students to use globally published EFL textbooks for reasons more socio-political than pedagogical. While some critical studies underscore multimodal discourse to be an under-appreciated source of dominant social narratives in EFL textbooks, few have investigated their live negotiation in classrooms. To address the challenges negotiating potentially harmful social narratives in EFL textbooks, the present study proposes a two-step model for achieving a zone of prioritized curricularivity (ZPC). The model informs reflexive teaching practice in EFL instruction because it necessitates an understanding of a) the curricular commonplaces of a particular EFL program and b) the power and ideologies in the multimodal discourse of their textbooks, to mitigate perceived social injustices in the textbook lessons as they are negotiated “in situ.” Demonstrated in vignettes, featuring two EFL courses at Chung-Buk National University in Cheong Ju city, Korea, two instructors used the ZPC framework to inform their reconstruction of multimodal discourses in their EFL textbooks to inculcate student involvement and participation. A novel, multimodal interactional analysis of video recordings looked at proxemics, gaze, spoken language, head movement, auditory emphasis, and gesture and discovered that each instructor recontextualized, neutralized, or skipped much of the multimodal discourse in the lessons. The findings suggest that a ZPC is achieved when the efforts by instructors to recontextualize textbook lessons in situ is met with positive feedback from students in the classroom – noted as heightened attentiveness, happy or cheerful participation, and enthusiastic discussion. The implications suggest a ZPC can help instructors and students and in EFL programs in any expanding circle culture because it can simultaneously improve student learning/acquisition in the classroom, diminish dominant, culturally marginalizing textbook content, while raising the value of student investment in EFL learning.

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

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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

University English as a foreign language (EFL) programs in expanding circle communities often pressure instructors and students to use globally published EFL...

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

Data publikacji: 21 sty 2021

Zakres stron: 19 - 38

DOI: https://doi.org/10.2478/jolace-2020-0011

Słowa kluczowe
EFL learning, EFL textbooks, multimodal discourse analysis, critical curriculum, critical pedagogy, Korean universities

© 2020 Christopher A. Smith, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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

Data publikacji: 21 sty 2021

Zakres stron: 19 - 38

DOI: https://doi.org/10.2478/jolace-2020-0011

Słowa kluczoweEFL learning, EFL textbooks, multimodal discourse analysis, critical curriculum, critical pedagogy, Korean universities

© 2020 Christopher A. Smith, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Słowa kluczowe
EFL learning, EFL textbooks, multimodal discourse analysis, critical curriculum, critical pedagogy, Korean universities