Ideological and Political Elements in Foreign Language Textbooks:A Case of Understanding Contemporary China
Abstract
standing Contemporary China (English Series) as a case, it uses multimodal critical discourse analysis and Q methodology to explore element
distribution and teacher-student cognitive differences. Results reveal unbalanced modal coordination and biased cultural coding in textbooks,
plus four cognitive configurations with significant group proportional differences. It proposes a "modal coordination quantification - cognitive
configuration diagnosis - precise intervention generation" system, providing theoretical and practical guidance for foreign language curricu
lum-based ideological and political education.
Keywords
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DOI: http://dx.doi.org/10.70711/neet.v4i4.9127
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