Ideologies in the foreign language curriculum: insights from textbooks and instructor interviews

Abstract

This study presents a critical discourse analysis of underlying language ideologies derived from L2 Spanish textbooks. Although previous research has tended to focus on ideologies contained in Spanish heritage language textbooks, in the present analysis, we expand this narrow scope by focusing on L2 Spanish textbooks, specifically Unidos, Identidades and Revistas. In addition, we conduct semi-structured interviews to gain insights into the beliefs and practices of language instructors who use the aforementioned books. Through this critical discourse analysis of the textbooks considered, we find a systematic globalization of language varieties (language variation is not made evident), stereotypes and the discussion of immigration issues from the point of view of dominant groups in society. Instructor views, on the contrary, reveal a deviation from the ideologies held in the textbooks and an awareness of the problematic nature of the suggestions provided. The results support the fact that unequal economic and social resources are clearly mirrored in these instructors’ notes of Spanish L2 textbooks. In light of this, the study offers pedagogical implications.

Keywords:

• Textbooks
• language ideologies
• critical discourse analysis
• instructors
• Spanish

Disclosure statement

No potential conflict of interest was reported by the authors.