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<p>This study, situated within the frameworks of World Englishes and English as a lingua franca, examines the extent to which the latest edition of the <i>New Standard English</i> textbooks used in China’s high schools reflect today’s English in terms of the characters, cultures, linguistic norms, and communication strategies. The use of a four-dimensional analytical framework facilitates the revelation of an increasing emphasis on local English speakers and cultures, culminating in a dichotomous representation of Anglophone and local. Nevertheless, despite considerable efforts to maintain the national and cultural identity of Chinese students, there is a notable absence of initiatives to foster their linguistic identity with respect to English, as the textbooks still prioritise native English varieties. Furthermore, a complex interplay of political and economic factors has resulted in the growing prominence of African English speakers and their cultures, despite the limited representation of other Outer and Expanding Circle countries. The textbooks also portray English communication as a static process devoid of communication barriers, without acknowledging the necessity for more complex and flexible communication strategies. In light of these findings, the study presents a number of implications for the design and use of textbooks.</p>

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An Examination of English Language Textbooks Used in China’s Senior High Schools, Focusing on Character, Culture, Linguistic Norms, and Communication Strategies

  • 期刊论文

  • 发表日期：

    2025年3月27日

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  • Fen Wei Chen

摘要

This study, situated within the frameworks of World Englishes and English as a lingua franca, examines the extent to which the latest edition of the New Standard English textbooks used in China’s high schools reflect today’s English in terms of the characters, cultures, linguistic norms, and communication strategies. The use of a four-dimensional analytical framework facilitates the revelation of an increasing emphasis on local English speakers and cultures, culminating in a dichotomous representation of Anglophone and local. Nevertheless, despite considerable efforts to maintain the national and cultural identity of Chinese students, there is a notable absence of initiatives to foster their linguistic identity with respect to English, as the textbooks still prioritise native English varieties. Furthermore, a complex interplay of political and economic factors has resulted in the growing prominence of African English speakers and their cultures, despite the limited representation of other Outer and Expanding Circle countries. The textbooks also portray English communication as a static process devoid of communication barriers, without acknowledging the necessity for more complex and flexible communication strategies. In light of these findings, the study presents a number of implications for the design and use of textbooks.