Abstract:
This study aimed at investigating shades of identity in TEFL textbooks. Most identity studies have focused on authors as knowledge producers. They have neglected authors' roles in constructing identity. Further, few scholars have considered disciplinary specific textbooks in their analyses of identity. Trying to bridge these gaps, we applied Halliday’s Systemic Functional Linguistics to investigate identity through the lens of sociocultural theory. The study corpus consisted of nine commonly used textbooks on language testing, language teaching, and linguistics in Iranian EFL context. The textual analysis revealed various levels of self and other-regulation mediated by interpersonal, textual, and ideational metafunctions. These findings suggested that studying their disciplinary specific texts, students of TEFL may develop not only their academic knowledge but also their ideological positions and academic voices.
Machine summary:
All rights reserved Introduction Language is a social practice that acts beyond surface linguistic features to construct identity in socio-cultural contexts (Bignold, 2015; Edwards, 2009; Harwood, 2005; Hyland, 2010; Ivanic, 1998; Norton, 2000).
In this sense, texts project writers' identities that are shaped in sociocultural contexts of their lives and revealed through their social activities, backgrounds, and choices of language elements, topics, and contents (Evans, 2015; Fairclough, 1993; Hyland, 2002a; Hyland, 2002b, Hyland, 2005; Ivanic, 1998; Ivanic {View the image of this page} Camps, 2001; Norton, 2000; van Dijk, Ting-Toomey, Smitherman, {View the image of this page} Troutman, 1997).
g. , Amalsaleh, Javid, {View the image of this page} Rahimi, 2010; Amerian {View the image of this page} Esmaili, 2015; Asghari, 2011; Bahman {View the image of this page} Rahimi, 2010; Baleghizadeh {View the image of this page} Jamali Motahed, 2010; Basabe, 2004; Behnam {View the image of this page} Mozaheb, 2013; Chao, 2011; Cortez, 2008; Hilliard, 2014; Khajavi {View the image of this page} Abbasian, 2011; Roshan, 2014; Tajima, 2011) have used content analysis methods.
g. , Brubaker {View the image of this page} Cooper, 2000; Grier, 2007; Hall, 2000; Hallman, 2012; Ivanic, 2006; Norris, 2011) believed that identity is a fluid and continuous process, not a state of being.