Multimodal And Cultural Analysis Of Visual Images In English Textbook Case Of Fourth-year Primary School In Algeria

Résumé: The present research is attempted to investigate the representation of culture in the fourth year primary school English textbook. It aims to analyze the visual images in relation to Multimodality theory to enhance and facilitate young learners’ understanding of the content. To achieve these objectives, the researchers employed a descriptive analytical qualitative method to analyze the visual images in the textbook, following two frameworks: the Grammar of Visual Design (2006) and Cortazzi and Jin (1999) model. The data for this study is drawn from the images in fourth year primary school English textbook in Algeria, published by Samira CHARIT and Mohamed ZITOUNI in 2023. The analysis focuses on 12 randomly selected images that are relevant to cultural representation. The main findings of this research are as follows: most of the images are rich in multimodal resources, including colors, gaze, salience, and other resources that engage pupils and help them interact with the pictures easily. In other words, pupils can receive the content directly without difficulties, thus enhancing their learning experience. Regarding Cortazzi and Jin’s (1999) model, the analysis revealed that an imbalance in the cultural representations within the textbook. The main focus is on the source culture, while the target and international cultures are neglected. This imbalance can have implications for learners' cultural competence and awareness, as it limits their exposure to diverse cultural perspectives.

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