The representation of English language learners in EFL textbooks in China

Abstract Scholars have urged further research into specific discourses and ideologies embedded in ELT textbooks, which are adapted or produced in different regions. Using multimodal critical discourse analysis, this paper analyzes the EFL textbooks produced in China, where English learning has become a widespread craze intertwined with rising middle-class aspirations. This trend has evolved into fierce competition for access to top-tier universities and future career opportunities within a highly competitive education system, exerting overwhelming pressure on young learners and contributing to prevalent mental health issues. This study further reveals that child language learners portrayed in textbook activities are granted limited individual agency, with their choices and learning autonomy severely constrained and overregulated. Not only do these textbook narratives overlook the intense real-life pressures and micromanagement imposed on children, but they also position young learners as independent and ambitious agents, implying that the only barrier to success lies in the lack of effort and sound decision-making.