The foreign language textbook under the lens of new literacy studies

Abstract

Abstract

This qualitative research, of interpretive nature, aims to discuss the relation between the ideological and autonomous models of literacy and the use of English language textbooks in Brazilian public schools. We first present the ideological and autonomous models of literacy, based on Street (2003; 2010). Then, we discuss the hegemonic and universalizing characteristics of most foreign language textbooks produced in the centre. Finally, we problematize those issues, relating them to the Brazilian context of English language teaching, arguing for an education sensitive to the literate practices of students, seeking to understand the socio-cultural context in which these students are placed. We also stress the importance of assessing the foreign language textbooks, so teachers and students have autonomy to make use of this material without being subordinated to it. We conclude by certifying the adequacy of the ideological model to the contexts of foreign language teaching and learning, so that it is significant to the learners. We also endorse the textbook as an important resource which the teacher can use in his/her Foreign Language classes, highlighting, however, that the teacher must be critical when carrying out his work based on this textual support, being aware of its ideology and the usefulness or futility of its contents.