https://orcid.org/0000-0001-9326-431X
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ABSTRACT
The present study conducted a critical discourse analysis and a visual analysis on 12 beginner-level Spanish textbooks. The goal of the study was to examine the representation of Afro-Latinxs and the ideologies behind these representations. The frameworks that guided the study were Fairclough’s framework for Critical Discourse Analysis (CDA) and Kress and Van Leeuwen’s model for conducting a visual analysis. The results indicate that there is hardly any representation of Afro-Latinx in these textbooks. This finding is described as erasure. Interestingly, in the few instances in which Afro-Latinx are represented, we find instances of colorism, racial stereotypes, collectivization, and tourism discourse. In the light of these results, the study reechoes the importance of examining underlying ideologies in educational textbook materials.
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No potential conflict of interest was reported by the author(s).
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Notes on contributors
Lillie Padilla
Lillie Padilla (Ph.D., Arizona State University) is currently an Assistant Professor of Spanish Linguistics at Sam Houston State University. Her research interests include language attitudes, language ideologies, language variation, translation, and heritage language pedagogy. Her works have been published in journals such as Language Awareness, Journal of Monolingual and Bilingual Speech and Onomazein.
Rosti Vana
Rosti Vana (Ph.D., Arizona State University) is currently an Assistant Professor of Spanish Linguistics at Sam Houston State University. His research interests include language attitudes and ideologies, Spanish mixed heritage-second language classes, critical discourse analysis, and Spanish in the media. His works have been published in journals such as Critical Inquiry in Language Studies, Journal of Historical Sociolinguistics, and Language Awareness.