A MULTIMODAL CRITICAL EVALUATION OF ECO-CULTURAL IDEOLOGIES IN PAKISTANI PRIMARY LEVEL ENGLISH TEXTBOOKS

Abstract

It is considered that language textbooks especially English language textbooks are not only a source of linguistic and communicative competence but these are also used for construction of social realities, identities, cultural values and ecological awareness. So, in the present scenario of cultural, natural and environmental crises, due to global acceptance, English language textbooks should contribute to develop eco-cultural awareness about restoration of cultural, natural and environmental resources importing eco-cultural ideologies through linguistic and visual modes of institutional discourse.  This qualitative study is a multimodal eco-critical investigation of primary level 4^th class English textbook to find out textual and visual modes which might contribute to develop eco-cultural awareness among young learners.  For this critical analysis, Arren Stibbe’s (2020) modal of eco-critical discourse analysis and Kress and Leeuven’s (2006) multimodal critical discourse analysis have been taken into consideration.  After eco-critical investigation it has been found that for restoration of eco-cultural harmony, a balanced eco-cultural awareness has been propagated through textual and visual modes of communication in 4^th class English textbook published by national curriculum board under single national curriculum policy of Pakistan.  This study might be a positive addition in eco-critical research area and would be helpful for students, teachers, course designers and researchers as well.