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Huang, Jiaqi, Zhu, Jiaqi, Pan, Lin, Cui, Ruoyu. (1405). Evaluating the Global Orientation of Chinese Senior Secondary English Textbooks: A Global Englishes Perspective. پژوهش های میوه کاری, 14(3 (Special Issue)), 151-168. doi: 10.30466/ijltr.2026.57735.3510
Jiaqi Huang; Jiaqi Zhu; Lin Pan; Ruoyu Cui. "Evaluating the Global Orientation of Chinese Senior Secondary English Textbooks: A Global Englishes Perspective". پژوهش های میوه کاری, 14, 3 (Special Issue), 1405, 151-168. doi: 10.30466/ijltr.2026.57735.3510
Huang, Jiaqi, Zhu, Jiaqi, Pan, Lin, Cui, Ruoyu. (1405). 'Evaluating the Global Orientation of Chinese Senior Secondary English Textbooks: A Global Englishes Perspective', پژوهش های میوه کاری, 14(3 (Special Issue)), pp. 151-168. doi: 10.30466/ijltr.2026.57735.3510
Huang, Jiaqi, Zhu, Jiaqi, Pan, Lin, Cui, Ruoyu. Evaluating the Global Orientation of Chinese Senior Secondary English Textbooks: A Global Englishes Perspective. پژوهش های میوه کاری, 1405; 14(3 (Special Issue)): 151-168. doi: 10.30466/ijltr.2026.57735.3510

Evaluating the Global Orientation of Chinese Senior Secondary English Textbooks: A Global Englishes Perspective

Iranian Journal of Language Teaching Research
دوره 14، 3 (Special Issue)، بهمن 2026، صفحه 151-168    اصل مقاله (1.02 M)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2026.57735.3510
نویسندگان
Jiaqi Huang1؛ Jiaqi Zhu2؛ Lin Pan* 3؛ Ruoyu Cui4
1Beijing Normal University, China
2Zhejiang Wenzhou High School, China
3Beijing Normal University, China; University of Oxford, United Kingdom
4High School Affiliated to Nanjing Normal University, China
چکیده
This article examines the extent to which the 2019 edition of New Senior English for China (NSEFC 2019), a widely adopted English textbook series developed in response to China’s 2017 national curriculum standards, conceptualises English as a global language from a Global Englishes (GE) perspective. Using an adapted Global Englishes Language Teaching framework, it investigates whether the textbook series reflects key GE tenets across four dimensions: English users and communication, models of English, cultural representation and explicit GE-related concepts. Findings reveal partial and uneven alignment between the representations in NSEFC 2019 and key GE perspectives. While the textbooks broaden cultural representation and introduce concepts such as English varieties and intercultural communication, English-user diversity is represented unevenly, with limited inclusion of non-Chinese L2 users, and native-speaker norms remain prominent in language models. Furthermore, the textbooks display coexistence of discourses of diversity and native-speaker normativity within the same textbook units, revealing an internal tension between acknowledging English as a global language and maintaining traditional pedagogical assumptions. The research calls for clearer curricular guidance on the global diversity of English, more systematic integration of GE-related perspectives in textbooks and critical mediation of such materials in classroom practice.
کلیدواژه‌ها
global Englishes؛ global Englishes language teaching؛ English language teaching؛ teaching materials؛ textbook
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