Abstract:
This study investigates the multimodal discourse of two distinct Algerian EFL textbooks designed for third-year primary and first-year middle school. The main objectives are to analyze the specific visual modes in the selected textbooks and their role in language learning and cultural representation; to identify and compare the use of semiotic modes across two selected textbooks; and to examine the cultural, social, and linguistic values embedded within their multimodal content. To this end, the study adopts a qualitative method using Kress and van Leeuwen's (2006) multimodal discourse analysis framework. The latter provides a systematic approach to understanding how various semiotic modes interact in visual communication, specifically through the representational, interactive, and compositional metafunctions. The corpus of this study comprises four similar sequences selected from these textbooks. The findings revealed that the textbook designed for third-year primary learners more explicitly showcases Algerian cultural identity through vivid, colorful images that depict both modern and traditional Algerian life. In contrast, the textbook for first-year middle school presents a less distinct representation of Algerian culture, employing visuals that are more abstract and less clearly rooted in Algerian contexts. This study reveals a significant difference in how primary and middle school English textbooks in Algeria use visual elements. This divergence impacts cultural representation and conceptual complexity, potentially affecting how engaged students are.
