Date of Award
Spring 3-8-2022
Document Type
Dissertation
DOI
10.70013/x8rn1kl7
Degree Name
Ed.D. Transformational Teaching and Learning
Department
Secondary Education
First Advisor
Dr. Brenda Muzeta
Second Advisor
Dr. Patricia Walsh Coates
Third Advisor
Dr. Kathryn Accurso
Abstract
This action-oriented multimodal discourse analysis explored how a high school Spanish world language textbook series construes Spanish speakers and cultures and invites students to engage with them through written texts and visual images. Through a lens of analysis based on systemic functional linguistics and influenced by critical discourse analysis and critical literacy pedagogy, this study found that the textbooks erase Spanish speakers as active creators of cultures, construe them as a standardized monolithic group when present, and construe cultures as tied to the interests of tourists and linked to place. Moreover, the textbook series invites students to engage with Spanish speakers and cultures in written texts and visual images as elite bilingual tourists. The findings of this analysis have implications for K-12 teachers seeking to integrate critical approaches in world language teaching in ways that allow students to contest the marginalization of Spanish speakers and cultures in the United States as they forge identities as Spanish language learners other than those of tourists and cultural consumers.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Holbrook, Amanda, "A Critical Analysis of Cultura in Spanish World Language Textbooks" (2022). Education Doctorate Dissertations. 25.
https://research.library.kutztown.edu/edddissertations/25
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Language and Literacy Education Commons
