View in EDS HTML Full Text PDF Full Text

A Critical Discourse Study of Cultural and National Identity (Re)Construction in Taiwanese High School EFL Textbooks

Saved in:
Bibliographic Details
Title: A Critical Discourse Study of Cultural and National Identity (Re)Construction in Taiwanese High School EFL Textbooks
Language: English
Authors: Xiaochen Hua (ORCID 0000-0002-6518-0183), Yating Yu (ORCID 0000-0002-9416-0130), Tayden Fung Chan (ORCID 0000-0002-4958-6829)
Source: Discourse: Studies in the Cultural Politics of Education. 2025 46(4):433-448.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
High Schools
Descriptors: Foreign Countries, Secondary School Curriculum, High Schools, English (Second Language), Textbook Evaluation, Patriotism, Reference Groups, Agenda Setting, Cultural Influences, Textbooks, Textbook Content, Ideology
Geographic Terms: Taiwan
DOI: 10.1080/01596306.2024.2412596
ISSN: 0159-6306
1469-3739
Abstract: In foreign language textbooks, cultural representations embedded in texts and images not only facilitate the acquisition of linguistic knowledge but also construct ethnic or political identities. Over the past century, the mainstream ideology in Taiwan has changed due to the rotation of ruling parties and generational shifts. This change is also evident in contemporary English-as-a-Foreign-Language textbooks. In light of this emerging issue, this study employed critical discourse analysis to examine three sets of textbooks that are widely used in high schools in Taiwan. The study reveals that textbooks produced in Taiwan generally: (1) highlight the indigenous culture of the island, (2) extensively depict contemporary Taiwanese celebrities, specialties, and natural landscapes, (3) embellish the period of Japanese and Dutch-Spanish colonisation, and (4) strategically differentiate between 'China/Chinese' and 'Taiwan/Taiwanese'. The findings expose the Taiwan-centric perspective of the textbooks while downplaying the significance of the national title -- 'the Republic of China'.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485681
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHtYRcO6h3tiGva3HZ8_QFzAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDJ1-AQ7Qa7Qu2CbeKwIBEICBm2HI3azKisZyTiPQDL-L-uhtRmEhxMxUPV4T_mZx7qkVCoECy7kvhEnW82x2xMKoffGw8dYDubzprtKsXJBneJ02HVq0rtLOrzNm858gXj5KzM_FNv6Ew-cmcudOhPVIEy-w-grA5uS87TdVbZ7RIH9EZK3-dOIa74reB-mqaQ6qAAuewwYnLbQCN1u2hxVNE8zp_ma7YPbk4sCU
Text:
  Availability: 1
  Value: <anid>AN0186989527;54j01aug.25;2025Jul31.04:03;v2.2.500</anid> <title id="AN0186989527-1">A critical discourse study of cultural and national identity (re)construction in Taiwanese high school EFL textbooks </title> <p>In foreign language textbooks, cultural representations embedded in texts and images not only facilitate the acquisition of linguistic knowledge but also construct ethnic or political identities. Over the past century, the mainstream ideology in Taiwan has changed due to the rotation of ruling parties and generational shifts. This change is also evident in contemporary English-as-a-Foreign-Language textbooks. In light of this emerging issue, this study employed critical discourse analysis to examine three sets of textbooks that are widely used in high schools in Taiwan. The study reveals that textbooks produced in Taiwan generally: (<reflink idref="bib1" id="ref1">1</reflink>) highlight the indigenous culture of the island, (<reflink idref="bib2" id="ref2">2</reflink>) extensively depict contemporary Taiwanese celebrities, specialties, and natural landscapes, (<reflink idref="bib3" id="ref3">3</reflink>) embellish the period of Japanese and Dutch-Spanish colonisation, and (<reflink idref="bib4" id="ref4">4</reflink>) strategically differentiate between 'China/Chinese' and 'Taiwan/Taiwanese'. The findings expose the Taiwan-centric perspective of the textbooks while downplaying the significance of the national title – 'the Republic of China'.</p> <p>Keywords: Cultural and national identity; curriculum and textbook; critical discourse analysis; English-as-a-Foreign-Language education; Taiwanese identity; China</p> <hd id="AN0186989527-2">Introduction</hd> <p>The examination of cultural representation and ideology in textbooks, with the goal of promoting revisions to the national curriculum, is currently receiving attention in the Balkans, the Middle East, and East Asia regions (Fuchs & Bock, [<reflink idref="bib9" id="ref5">9</reflink>]). The protracted conflict between Russia and Ukraine has sparked a global discussion on the significant impact of people's divergent attitudes towards ethnic/cultural (Slavic) identity or political/national (Ukrainian) identity (Brudny & Finkel, [<reflink idref="bib2" id="ref6">2</reflink>]). A similar issue has long been present in East Asia, such as the situation between mainland China and Taiwan island – a distinct political entity officially known as 'the Republic of China (ROC)'. The underlying issue of identity could potentially lead to an international crisis under specific circumstances, particularly following the 2024 Taiwan general election. As educational researchers with a sense of social responsibility and professional sensitivity, it is necessary and crucial to offer a predictive understanding or reminder to the regions/countries regarding the critical evaluation of high school English-as-a-Foreign-Language (EFL) textbooks produced in Taiwan.</p> <p>Due to Taiwan's colonised history, ethnic, geopolitical, and economic factors, as well as its special functional relationship with the United States (U.S.), EFL education in Taiwan not only focuses on the development of linguistic ability but also plays a crucial role in the reconstruction of students' national or cultural identities (H. Huang & Chen, [<reflink idref="bib15" id="ref7">15</reflink>]; T. Huang & Ou, [<reflink idref="bib16" id="ref8">16</reflink>]). With the rotation of ruling parties and the rise of populism, significant changes have occurred in Taiwanese mainstream ideology (Hsiau, [<reflink idref="bib13" id="ref9">13</reflink>]). These changes are reflected in the textbooks, where the cultivation of local Taiwanese awareness and the new identity have been incorporated into all levels and disciplines of local public education (Lin, [<reflink idref="bib21" id="ref10">21</reflink>]; Ministry of Education, [<reflink idref="bib23" id="ref11">23</reflink>]; H. Wang, [<reflink idref="bib31" id="ref12">31</reflink>]).</p> <p>Since 1949, when the Kuomintang Party (KMT) relocated from mainland China to Taiwan, neighbouring islands such as Kingman, Matus, and Penghu, a significant number of students from Taiwan have been studying abroad in Western countries each year to gain advanced technology and knowledge (Lee, [<reflink idref="bib20" id="ref13">20</reflink>]). According to a report published by the Bureau of Education and Cultural Affairs of the State Department of the U.S. and the Institute of International Education on the international education exchange portal in 2019, Taiwan has become the seventh-largest source of foreign students in the U.S. In 2019, supported by the current ruling party, the Democratic Progressive Party (DPP), the Taiwanese Executive Yuan proposed an ambitious agenda to establish Taiwan as a bilingual state by 2030 (Editorial, [<reflink idref="bib7" id="ref14">7</reflink>]; Ministry of Education, [<reflink idref="bib24" id="ref15">24</reflink>]). The plan has two main objectives. The first is to equip more local students with effective English communication skills, thus enhancing their competitiveness in the global job market (Editorial, [<reflink idref="bib7" id="ref16">7</reflink>]; Ministry of Education, [<reflink idref="bib24" id="ref17">24</reflink>]). The second takes inspiration from Singapore or British Hong Kong (prior to 1997) and assumes that a high level of English language proficiency and thinking patterns might undermine their ethnic Chinese identity, thus initiating a further movement towards independence from mainland China (Editorial, [<reflink idref="bib7" id="ref18">7</reflink>]; Ministry of Education, [<reflink idref="bib24" id="ref19">24</reflink>]).</p> <p>Scholarly research, such as H. Huang and Chen ([<reflink idref="bib15" id="ref20">15</reflink>]), has emphasised that textbooks have the ability to shape students' self-identification and worldview. Nevertheless, there is a lack of research that particularly examines how Taiwanese EFL textbooks develop a specific sense of identity in line with Taiwan's socio-political transformations. The purpose of this study is to fill the research gap by employing the method of critical discourse analysis (CDA) to examine the themes and discursive strategies that are present in EFL textbooks produced in Taiwan. This will help to increase understanding of identity development in local EFL learning environments. Our study aimed to explore the following three research questions:</p> <p></p> <ulist> <item> Which themes are employed to depict Taiwan's identity in EFL textbooks produced in Taiwan?</item> <p></p> <item> Which discursive strategies are utilised by these textbooks to shape these themes?</item> <p></p> <item> What ideologies do Taiwan-produced EFL textbooks subtly convey through their representations?</item> </ulist> <hd id="AN0186989527-3">Theoretical framework</hd> <p>Foreign language textbooks, seen as authoritative sources, often play a significant role in guiding students to develop a specific sense of identity by incorporating ideology into language instruction (Hua, Hu, & Liu, [<reflink idref="bib14" id="ref21">14</reflink>]). There are studies investigating the interplay between EFL textbooks and cultural/national identity around the world, such as Hungary (Weninger & Kiss, [<reflink idref="bib33" id="ref22">33</reflink>]), Indonesia (Gunantar, [<reflink idref="bib10" id="ref23">10</reflink>]), and Serbia (Vasilijević, Semiz, & Adžić, [<reflink idref="bib30" id="ref24">30</reflink>]). To illustrate, with a semiotic analytic approach, Weninger and Kiss ([<reflink idref="bib33" id="ref25">33</reflink>]) investigated Hungarian EFL textbooks. They critique that these textbooks do not foster global cultural consciousness and merely focus on constructing national identity. In contrast, Gunantar ([<reflink idref="bib10" id="ref26">10</reflink>]) used a mixed-method approach to examine Indonesian EFL textbooks and argues that creators of EFL textbooks and students in Indonesia should focus more on national culture rather than the culture of English-speaking countries. Moreover, using theoretic analysis and content analysis, Vasilijević et al. ([<reflink idref="bib30" id="ref27">30</reflink>]) argue that textbooks typically do not have a role in shaping and empowering the national identity of children in lower primary school. The above studies demonstrate that EFL textbooks function as instruments for ideological construction globally, influencing students' comprehension of their cultural and national identities.</p> <p>Given that English serves as the de facto lingua franca in East Asia and the Taiwan government is actively promoting a bilingual state programme, the EFL textbook produced in Taiwan carries significant socio-economic and political implications. To anticipate and comprehend how future international students or civil diplomats will express their self-identities or convey Taiwan's international position in English, having been educated with locally-developed EFL textbooks, and how these outcomes might impact the existing regional or even global geopolitical landscape, this study critically examines the content of EFL textbooks used in Taiwanese high schools.</p> <p>A few studies have explored the representation of ideology in textbooks produced in Taiwan, primarily in the subjects of History and English, from a Taiwanese perspective (H. Huang & Chen, [<reflink idref="bib15" id="ref28">15</reflink>]; Ke, [<reflink idref="bib19" id="ref29">19</reflink>]; Su, [<reflink idref="bib29" id="ref30">29</reflink>]). The topics covered include various socio-cultural groups, such as aboriginal people and multiculturalism (Ho, [<reflink idref="bib12" id="ref31">12</reflink>]; M. Wu, [<reflink idref="bib36" id="ref32">36</reflink>]), Japanese colonial rule (Yao, [<reflink idref="bib37" id="ref33">37</reflink>]), and the avoidance of controversial topics in cross-strait relations (T. Huang & Ou, [<reflink idref="bib16" id="ref34">16</reflink>]; Hung, [<reflink idref="bib18" id="ref35">18</reflink>]). These studies mainly focused on two narrative threads in Taiwan's textbooks, considering the cultivation of a normal nation and the (re)construction of its national ideology. One thread examines how to preserve and revive orthodox Chinese culture from the perspective of ROC, emphasising Taiwan's legitimacy and sovereignty as a state of Chinese origin. The other thread explores how to promote a narrative of de-Sinicisation by prioritising aboriginal people and viewing all historical rules as a colonial regime, thereby constructing an emerging Taiwanese state.</p> <p>Meanwhile, the aforementioned and other textbook studies produced in Taiwan are primarily influenced by local Taiwanese researchers, resulting in a certain level of uniformity in their perspectives. In particular, the matter of identity formation in EFL textbooks has not received adequate attention or has been intentionally disregarded.</p> <hd id="AN0186989527-4">Methods</hd> <p>In Taiwan, the production of textbooks is undertaken by civil institutions or publishing houses and is subject to review and approval by authorities, including the Ministry of Education. In line with the research questions, this study has chosen three sets of English textbooks (<emph>Lung Teng</emph>, <emph>Han Lin</emph>, and <emph>San Min</emph>) that enjoy extensive usage in Taiwanese senior high schools. The <emph>Lung Teng</emph> and <emph>San Min</emph> sets comprise six textbooks each, while the <emph>Han Lin</emph> set consists of five textbooks. The three sets of textbooks exemplify Taiwan's historical account and its continuous pursuit of a unique national identity, especially in response to the impact of mainland China.</p> <p>According to the narrative timeline of contemporary history textbooks in Taiwan, Taiwanese history can be divided into four periods in terms of its political status: (<reflink idref="bib1" id="ref36">1</reflink>) the era of early aborigines, (<reflink idref="bib2" id="ref37">2</reflink>) the rule of Chinese dynasties, (<reflink idref="bib3" id="ref38">3</reflink>) the colonisation by Spanish, Dutch, and Japanese, and (<reflink idref="bib4" id="ref39">4</reflink>) ROC assuming control of Taiwan, followed by the KMT moving to the island. Based on our research questions and in line with the classification used in Taiwanese history textbooks, we have identified four groups that have sought to explore Taiwan's ongoing process of national and cultural identity reconstruction. These four groups consist of Taiwanese aborigines, mainland Chinese, colonists, and the so-called new Taiwanese.</p> <p>Historical, social, and political factors intricately connect the association between national identity and education, particularly in Taiwan. According to Hall ([<reflink idref="bib11" id="ref40">11</reflink>]), national identity is not fixed but rather subject to constant shifts due to changes in power variability, cultural dynamics, and historical events. This viewpoint is essential for examining the extent to which Taiwanese EFL textbooks correspond with their social, political, and historical changes. Through an analysis of the recurring themes in these textbooks, we can gain a deeper comprehension of how educational resources not only impart linguistic features but also function as instruments for the construction of identity.</p> <p>To examine the themes employed to depict Taiwanese identity in EFL textbooks produced in Taiwan, this study employed CDA, specifically Wodak's ([<reflink idref="bib34" id="ref41">34</reflink>], [<reflink idref="bib35" id="ref42">35</reflink>]) discourse-historical approach (DHA). This approach acknowledges and summarises both implicit and explicit ideas within the data. We tallied the frequency of specific political terms and also examined how language is used to reinforce or challenge identity, ideology, and social power (Nartey & Mwinlaaru, [<reflink idref="bib25" id="ref43">25</reflink>]). Wodak's ([<reflink idref="bib34" id="ref44">34</reflink>], [<reflink idref="bib35" id="ref45">35</reflink>]) DHA is especially suitable for this study as it takes into consideration historical events and social structures when analysing themes, discursive strategies, and linguistic mechanisms. To generate the themes, we employed an inductive approach and followed a six-step procedure: (<reflink idref="bib1" id="ref46">1</reflink>) familiarising ourselves with the textbooks and selecting relevant texts pertaining to the research questions, (<reflink idref="bib2" id="ref47">2</reflink>) generating preliminary codes during analysis, (<reflink idref="bib3" id="ref48">3</reflink>) compiling, refining, and consolidating the various codes into final groupings (i.e. themes in this study), (<reflink idref="bib4" id="ref49">4</reflink>) carefully examining the coding for consistency within each group, (<reflink idref="bib5" id="ref50">5</reflink>) categorising and naming each group based on its essence, and (<reflink idref="bib6" id="ref51">6</reflink>) producing an academic report accompanied by supporting examples (Braun & Clarke, [<reflink idref="bib1" id="ref52">1</reflink>]).</p> <p>Wodak's ([<reflink idref="bib34" id="ref53">34</reflink>], [<reflink idref="bib35" id="ref54">35</reflink>]) DHA sets out five discursive strategies that could assist us in addressing the second research question: nomination, predication, argumentation, perspectivation, and intensification/mitigation. Specifically, this study discovered that the strategies of nomination (constructing social actors, things, events, and processes through discourse), predication (evaluating social actors, objects, phenomena, events, and actions in a positive or negative manner to varying degrees), and argumentation (making claims of truth and normative rightness that are both defended and challenged) are pertinent. Furthermore, the utilisation of the topoi of history and advantage as part of argumentation is also evident. These topoi serve to legitimise a specific action or phenomenon by drawing on lessons from history and emphasising the benefits of a particular standpoint.</p> <hd id="AN0186989527-5">Results</hd> <p>Our findings are classified and reported in four sub-sections as follows. We analysed the texts and pictures of the four themes used to reveal discursive strategies in constructing cultural and national identity in EFL textbooks produced in Taiwan. We further analysed the ideology that appeared in these themes and the identities that these EFL textbooks produced in Taiwan based on their representations.</p> <hd id="AN0186989527-6">Highlighting the island's aboriginal culture</hd> <p>One of the significant themes employed to portray Taiwan's ongoing construction of a new identity in localised EFL textbooks is the emphasis on Taiwanese aboriginal culture. By analysing three sets of textbooks, the representation of aboriginal Taiwanese culture is not contingent; rather, it draws attention to this contemporary, well-assimilated group and asserts their status as the 'First Nation' of Taiwan island prior to the immigration from mainland China (Ho, [<reflink idref="bib12" id="ref55">12</reflink>]; M. Wu, [<reflink idref="bib36" id="ref56">36</reflink>]). The Thao (indigenous people) in the Sun and Moon Lake (<emph>San Min</emph> 2, Lesson 11, p. 203) and the Yami (indigenous people) in Orchid Island (<emph>Lung Teng</emph>, Lesson 3, p. 3) are good examples. In the text 'The Long-haired Spirits and the Thao' (<emph>San Min</emph> 2, Lesson 11, p. 203), the authors employed an argumentation strategy, specifically the topos of history, to underscore a distinct Taiwanese identity that is separate from that of mainland China.</p> <p> <bold>Extract</bold> 1. The Long-haired Spirits and the Thao (<emph>San Min</emph> 2, Lesson 11, p. 203)</p> <p>Sun Moon Lake, in the centre of Taiwan, has long been known for its natural beauty. The area nearby is the home of the Thao, one of Taiwan's aboriginal tribes. From generation to generation, a legend has been passed on to Thao children, who are taught to live in harmony with nature.</p> <p>Extract 1 refers to the Thao tribe, one of the indigenous groups residing near Sun Moon Lake in the central region of the island. The passage specifically sets the Thao apart from the dominant Han Chinese culture, which is the largest ethnic group in mainland China and Taiwan island. It does so by highlighting the Thao as pioneers of the island and showcasing the diverse and ancient indigenous cultural heritage. Additionally, the passage emphasises the unique cultural practices and ideals of Taiwan's indigenous peoples by noting that Thao's legends have been passed down through generations, focusing on their harmonious coexistence with nature and their lack of ties to Chinese civilisation. This distinct native culture, not inherited from mainland China, thus contributes to the reconstruction of the cultural and national identity of most Han Chinese people in Taiwan.</p> <p>In mainland China, all the Taiwanese aboriginal peoples are collectively referred to as one ethnic group – <emph>Gaoshan</emph>. Conversely, local textbooks endorse the notion that Taiwan is a varied and multicultural nation committed to respecting and governing numerous aboriginal peoples. This could potentially reinforce the belief that the island is an autonomous state, existing independently of mainland China's ideology.</p> <hd id="AN0186989527-7">Disseminating Taiwanese contemporary celebrities, specialties, and scenery</hd> <p>The examined textbooks use the extensive portrayal of contemporary celebrities, localised specialities, and natural landscapes as a focal theme to reconstruct the new Taiwanese identity. The three sets of textbooks highlight Taiwanese distinct products, indigenous fauna, picturesque scenery, and public figures. Specialities such as glove puppets, giant bicycles, and Taiwanese night markets depict a civic society that is abundant in local cultures. As certain aspects of Taiwanese culture or notable personalities overlap with those of mainland China, the textbooks aimed to distinguish Taiwan by incorporating accounts of contemporary Taiwanese individuals and Taiwanese individuals residing overseas, such as Ma Yo-yo, Wang Leehom, and Lucy Liu. Due to the recent emergence of the nascent Taiwanese identity and the lack of renowned figures capable of instilling a sense of 'national' pride in the new Taiwanese collective, there is often a focus on Taiwanese talent residing overseas who has achieved worldwide recognition, emphasising the ongoing process of Taiwanese identity construction (see Extract 2).</p> <p> <bold>Extract</bold> 2 Jason Wu (<emph>Lung-teng</emph> 4, Lesson 12, pp. 220–222)</p> <p>Jason Wu ordered a pizza at his apartment and sat down with his friends to watch TV on the day of President Barack Obama's inauguration. "How good-looking is my wife?" President Obama praised. Wu turned, only to discover that the ivory' chiffon gown? the First Lady was wearing on TV was actually one of his creations. The body-hugging dress showed off Michelle Obama's slim figure and the white color flattered her dark skin tone. Overwhelmed, Wu immediately phoned his parents, and when his mother answered, he said tearfully, "Mom! I made it! No one will ever laugh at us again." The dress caught the world's attention and had everyone asking: "Who is this Jason Wu?" Wu is a Manhattan-based Asian-American fashion designer. Born in Taiwan, he moved to Canada with his family at the age of nine.</p> <p>Jason Wu's accomplishments in his field and his dedication to his passion for designing clothes underscore the significance of dedication. Moreover, he reflects the beliefs and aspirations of the majority of Taiwanese individuals. While Taiwanese personalities may not wield significant power and influence to instil a sense of pride in prospective students, they can represent the worldwide influence of talent with Taiwanese roots, demonstrating Taiwan's influence on the global arena.</p> <p> <bold>Extract</bold> 3. Made in Taiwan, Made to Last (<emph>San Min</emph> 5, Lesson 6, p. 107)</p> <p>Aside from the examples above, there are still numerous superb figures and creations from Taiwan, and all of them have contributed substantially to boosting Taiwan's image. Because of the hard work of many creative people, competitive Taiwanese companies, and open-handed organizations, Taiwan is now on the list of the world's most powerful countries. Moreover, some of Taiwan's products have become so superior that they are brought to the notice of many 70 other countries. As for the people of Taiwan, they should be immensely proud of the progress that they have made and their ability to create a better tomorrow. – By Junita Bognanni</p> <p>Taiwanese specialities are also a common topic in the textbooks that foster local Taiwanese awareness. In Extract 3, images of Taiwan's products are showcased, with some of them being described as 'superior', fulfilling the predication function. The textbook also employs a predication strategy with the phrase 'the world's most powerful countries' to promote Taiwan. This indicates that the textbook implies that Taiwan is considered a 'powerful country' with advanced brands globally, or at the very least, shares certain characteristics with other nations. Given the predication strategy employed in the textbook, it appears probable that the discourse surrounding the maintenance of an independent status influenced this choice. Taiwan's robust economy and highly educated population likely enable it to possess proud cultural symbols and a legitimate political status that differs from mainland China's. It is likely that the authors of the textbook extensively employed this predication strategy to underscore Taiwan's advantages and differentiate its identity from mainland China.</p> <p>Taiwan's natural scenery is a popular topic for promoting Taiwan's image and instilling a sense of local pride and national identity in students through its inclusion in textbooks. The local Taiwanese government has been actively promoting the breathtaking landscapes of Taiwan island (Edmonds, [<reflink idref="bib8" id="ref57">8</reflink>]).</p> <p> <bold>Extract</bold> 4. The Ocean: Our Fragile "Paradise" (<emph>Lung Teng</emph> 3, Lesson 12, p. 228)</p> <p>Driving along Taiwan's coastal highways, we can enjoy stunning views of rocks, bays lined with white sand beaches, and beautiful capes reaching into the sea. On a pleasure boat ride, we can catch breathtaking glimpses of dolphins and whales jumping out of the water. Near the shore, we can go snorkelling or scuba diving to observe groups of colourful tropical fish and coral reefs. The sea surrounding Taiwan has extremely varied features and is one of the world's richest showcases of sea life.</p> <p>In Extract 4, phrases such as 'stunning views of rocks, bays lined with white sand beaches, and beautiful capes reaching into the sea', 'dolphins and whales jumping out of the water', 'groups of colourful tropical fish and coral reefs', and 'one of the world's richest showcases of sea life' demonstrate Taiwan's impressive natural scenery, serving as a means of description. The local natural beauty is presented in a concentrated and defined manner that excludes mainland China. This approach to representation helps to differentiate Taiwan from mainland China and reinforces the idea that Taiwan is a remarkable territory with its own independent existence. By constantly (three times in this case) employing the homogenising pronoun 'we', this extract cultivates a sense of collective identity, therefore encouraging readers to engage in the experiences and splendour of Taiwan's natural surroundings. Employing this predication strategy serves to strengthen a feeling of inclusion and foster a sense of nationalistic pride by linking individual experiences to the wider Taiwanese environment.</p> <hd id="AN0186989527-8">Japanese and Spanish representations echoing the colonist period</hd> <p>To a certain extent, the Japanese and Spanish cultures, which are widely represented, reflect the Dutch-Spanish and Japanese colonial periods in the history narrative of Taiwan. In modern history textbooks produced in Taiwan, the colonial periods of the Dutch and Spain are described as the initiation of the island's modernisation. During the Age of Discovery, Taiwan was perceived as a significant trading hub or stopover between East Asia and Southeast Asia by Portuguese, Spanish, and Dutch merchants. Against this backdrop, there is a section that introduces a town called Formosa in South America (see Extract 5).</p> <p> <bold>Extract</bold> 5. Formosa in South America (<emph>Lung Teng</emph> 4, Lesson 2, p. 22)</p> <p>Portuguese sailors dubbed Taiwan "Ilha Formosa," which means "beautiful island", when they first saw it in 1544. Since then, "Formosa" has been the unofficial name of Taiwan. But did you know that there is another Formosa on the banks of the Paraguay River in Argentina, on the other side of the earth? A group of Spanish sailors was searching for the Sierra del Plata, or "Mountain Range of Silver", which they believed was hidden somewhere in South America. They saw a spot which they thought was so beautiful that they stopped to build a city there. Both the city and the province' were named Formosa.</p> <p>By evoking the lesser-known Portuguese or Spanish name 'Ilha Formosa' via a nomination strategy, as opposed to employing the Chinese name 'Taiwan', the English textbook unequivocally affirms Taiwan's multifaceted identities and acknowledges the 'Portuguese sailors' as the individuals responsible for the nomination. Although the Dutch and Spanish colonisers only occupied a minuscule portion of the island of Taiwan, either in the northern or southern extremity, for a brief duration, the textbook provides a comprehensive account of Taiwan's alternative appellation. In contrast, none of the textbooks offer a literal explanation of the meaning of 'Taiwan' and its Chinese origins.</p> <p>During the colonial era, regardless of how appealing the colony's name may be, whether 'Ilha Formosa' meaning 'beautiful island' or 'Greenland' meaning 'a green land', the local inhabitants were enslaved and oppressed by the colonisers. In our researched textbooks, we have observed the adoption of an occidentalist perspective in the compilation of the textbook. This text suggests that similar to the colonial town in Argentina, 'Ilha Formosa' should be acknowledged and even embraced as a source of pride rather than being stigmatised. Instead of being ashamed, colonial history grants the Taiwanese people unique connections and experiences that distinguish them from their mainland Chinese ancestors.</p> <p>The researched textbooks frequently incorporate Japanese culture and depict Japan as a neighbour, friend, and commercial partner (Yao, [<reflink idref="bib37" id="ref58">37</reflink>]). For instance, the lesson 'The Wonderful World of Hayao Miyazaki' (<emph>San Min</emph> 5, Lesson 9, p.175) introduces and highly praises the animation created by Hayao Miyazaki, a renowned Japanese animator. The textbooks not only promote Japanese animation and art but also prominently feature popular Japanese companies. One such company is MUJI (Mujirushi Ryohin), which was established in Japan in 1980 and offers a wide range of consumer and domestic products. The authors utilise the topos of advantage and beauty to underscore Japan's positive image of modernisation rather than its history as a former coloniser throughout these teachings.</p> <p>Another aspect of Japanese culture covered in the textbooks is Japanese haiku, which is presented alongside Chinese Tang poems. For instance, Japanese haiku is highlighted as originating in Japan in the lesson 'Painting with Words: Images in Poetry' (<emph>Lung Teng</emph> 4, Lesson 7, p.149). Another example is the lesson 'Kyoto: The Heart of Japan' (<emph>Lung Teng</emph> 3, Lesson 6, p. 102), which showcases Kyoto's historic sites and natural beauty, including cherry blossoms and maple leaves, as cultural symbols of Japan. Within the broader context of East Asia, the textbooks promote Japan's historical and cultural representation as an integral part of its own cultural heritage, thereby diminishing the significance of its fundamental Chinese culture.</p> <hd id="AN0186989527-9">Differentiating mainland China and Taiwan</hd> <p>After analysing the Reading Part of all three sets of EFL textbooks produced in Taiwan, it is evident that the terms 'Taiwan' and 'Taiwanese' are consistently mentioned (131 times), whereas 'China' and 'Chinese' are mentioned less frequently (44 times).</p> <p>Regardless of the political division between Taiwan, the neighbouring islands, and mainland China, there is a widely accepted 'One China Policy' supported by both governments and the international community. According to the agreement reached at the Cairo Conference in 1943, Japan, following its defeat in the Second World War, was obligated to relinquish control of Taiwan and the Penghu islands to the recognised government of China. However, in the textbooks we have examined, the term 'China' specifically refers to mainland China, excluding Taiwan and even other islands like Kingman and Matus (which were not under Japanese rule). On the other hand, the term 'Chinese' in our researched textbooks has a broader range of meanings, including people of Chinese ethnicity, the Chinese language, Chinese society, and Chinese culture, except politics. The English phrase 'Chinese people' can refer to both political Chinese (Chinese characters: 中国人; pinyin: <emph>zhongguoren</emph>), meaning people of Chinese nationality, and ethnic Chinese (华人; <emph>huaren</emph>), meaning people of Chinese ethnicity. Upon comparison, it is clear that the term 'China's (中国的; <emph>Zhongguo de</emph>)' is rarely used, while 'Chinese (中华的; <emph>Zhonghua de</emph>)' is commonly employed.</p> <p> <bold>Extract</bold> 6. A visit to a night market is a must on any trip to Taiwan. As far as I'm concerned, you haven't been to the real Taiwan until you've made at least one trip to a night market. Best of all, there's no need to worry about the language barrier if you can't speak Chinese. Night markets in Taiwan are becoming very tourist friendly, and there are signs and menus in different languages. (<emph>Han Lin</emph> 3, Lesson 6, P127)</p> <p>Although the extract suggests that mainland China and Taiwan are unrelated, Taiwanese people can legitimately assert their ownership of Chinese culture, ethnicity, and language in textbooks (see Extract 6). Conversely, the term 'Taiwan' is widely used to refer to the polity. Meanwhile, 'Taiwanese' has more limited usage in texts and mainly refers to people with a political Taiwanese identity rather than denoting a distinct culture or a Chinese dialect/language (such as Hokkien). Clearly, there is currently no widely recognised and distinct Taiwanese culture that is separate from Chinese culture, and most Taiwanese people speak and write in the Chinese language and characters rather than in Taiwanese/Hokkien language (which is also written using Chinese characters). The denotation of 'Taiwanese' is truly limited by its nature. Therefore, by utilising these terms in different contexts, authors strategically differentiate the connotation and denotation of Taiwan/Taiwanese and China/Chinese, thereby constructing a politically Taiwanese and culturally/ethnically Chinese identity for textbook users.</p> <p>For example, in the 'Work in Groups' exercise, the teacher introduces the entire project and assigns each group a specific job, such as a housekeeper in a hot spring resort in Japan, a zookeeper in Australia, a receptionist in a restaurant in Canada, or a Chinese tutor in Korea (<emph>San Min</emph> 2, Lesson p.175). In this exercise, given the professional jobs listed before 'Chinese tutor', we can infer that the term 'Chinese tutor in Korea' most likely refers to a tutor of ROC nationality who teaches the Chinese language in Korea rather than a tutor from the PRC who teaches any subjects in Korea. Another example is the use of colour (see Extract 7).</p> <p> <bold>Extract</bold> 7. Colour and Culture (<emph>Lung Teng</emph> 2, Lesson 12, p. 219)</p> <p>Another interesting example of how red is given a more positive meaning in Chinese than in western culture can be observed in the way the colour is used in business.</p> <p>In Extract 7, the words highlight a Chinese cultural practice that is prevalent in both mainland China and Taiwan while also emphasising shared cultural beliefs and customs between the two places. The text sheds light on the intricacies and complexities of Chinese culture and its expression in both mainland China and Taiwan by emphasising the connotations associated with the colour 'red' in comparison to Western culture. This shows that despite the political and historical disparities between mainland China and Taiwan island, there are numerous shared cultural practices and traditions. Moreover, it asserts that the Taiwanese people have a valid entitlement to preserve these Chinese practices and traditions in the face of Western culture.</p> <p>The strategically differentiated usages of Taiwan/Taiwanese and China/Chinese, by their connotations and denotations, reflect the ongoing cultural and national identity construction intention and process in Taiwanese high school EFL education. It is easier to announce that a new state has been created and hastily instil the new national identity in students by frequently referring to words such as 'Taiwan' and 'Taiwanese people (political)'. However, language and cultural identity are not something that can be quickly fabricated and manipulated by politicians. Thus, there is almost no mention of 'Taiwanese language' or 'Taiwanese culture'. Nevertheless, due to certain contexts necessitating social reality, there is an inevitable need to use the prominent terms 'Chinese language' and 'Chinese culture', which may weaken the new Taiwanese identity construction enterprise. National identity builders and textbook authors, therefore, rarely and carefully refer to words such as 'China' and 'Chinese people (political)'.</p> <hd id="AN0186989527-10">Discussion</hd> <p>The first theme in our analysis, which implies numerous ideological implications for local Taiwanese autonomy, concerns the depiction of the island's aboriginal culture in EFL textbooks. There are at least 16 officially recognised Austronesian aboriginal tribes, in addition to the dominant Han Chinese, comprising nearly 2.4% of the island's population (Council of Indigenous Peoples, [<reflink idref="bib3" id="ref59">3</reflink>]). In fact, Taiwan's contemporary society has witnessed the near disappearance of the island's aboriginal languages and culture. Wang ([<reflink idref="bib31" id="ref60">31</reflink>]) highlighted a shift in Taiwanese education from Chinese ethnocentrism to multiculturalism, which no longer prioritises Mandarin-speaking Chinese culture but acknowledges the multiple cultures of Holo, Hakka, and the aborigines. However, Ho ([<reflink idref="bib12" id="ref61">12</reflink>]) criticised the Taiwanese curriculum for dedicating only one textbook unit to introduce over a dozen different indigenous groups in Taiwan. In contrast, our findings demonstrate that Taiwan's indigenous people are adequately represented even in English textbooks, and their ethnic diversity contributes to the nation's cultural rebranding for independence. By emphasising Taiwan's unique cultural characteristics that distinguish it from mainland China and by reviving and amplifying the cultural heritage of the island's indigenous communities, the construction of a new Taiwanese identity appears to find historical validation (Liu & Hung, [<reflink idref="bib22" id="ref62">22</reflink>]).</p> <p>The second theme of our analysis sheds significant light on the relationship between the concept of Taiwanese autonomy and how Taiwanese contemporary celebrities, specialties, and natural scenery are portrayed in EFL textbooks. Our findings support Yeh's ([<reflink idref="bib38" id="ref63">38</reflink>]) argument that land and society emerge as two distinct national images. Land imagery arises from units on domestic tourism, nature, and the environment. Portraying the beautiful natural scenery of Taiwan island (such as ocean and mountain views) and local animals may reinforce the idea that Taiwan is an autonomous region separate from mainland China among Taiwanese students. Society emerges as another distinct national image in the Taiwanese series, explored through the analysis of people, values, special customs, food, and more. Specialties like glove puppets, giant bicycles, and Taiwanese night markets are depicted in our examined textbooks as examples of a civic society filled with regional cultures. Local educators can emphasise the importance of self-determination by highlighting the experiences of Taiwanese talent residing overseas, such as Jason Wu (T. Wang & Liu, [<reflink idref="bib32" id="ref64">32</reflink>]). In summary, the presentation of land and society projects a strong, geographically-based psychological concept of place and imagery that encompasses multi-ethnicity, values, and natural and social relationships in contemporary Taiwanese society (Yeh, [<reflink idref="bib38" id="ref65">38</reflink>]).</p> <p>The third theme in our analysis offers an insightful perspective on how the cultural representation and history of Japanese and Dutch-Spanish colonialism are depicted in EFL textbooks and their connection to the new Taiwanese national identity (Dawley, [<reflink idref="bib5" id="ref66">5</reflink>]). The EFL textbook asserts that Taiwan possesses multiple identities by utilising the nomination strategy, referring to the lesser-known Spanish term 'Ilha Formosa' instead of the Chinese name 'Taiwan' (Cruz Berrocal, [<reflink idref="bib4" id="ref67">4</reflink>]). Concerning Japan, due to the Sino-Japanese wars, both the Qing Empire of China and the subsequent ROC government had an antagonistic relationship with it (Shin, [<reflink idref="bib27" id="ref68">27</reflink>]). However, the Japanese colonists introduced modernisation to Taiwan, contributing to the island's development (Shin, [<reflink idref="bib27" id="ref69">27</reflink>]). Consequently, Japan becomes an enigmatic and contradictory figure that is challenging to interpret, viewed either as 'the self' or 'the other', following the dichotomous logic for the citizens of Taiwan and ROC. Therefore, the extensive portrayal of a positive Japanese image offers a significant opportunity to reflect on Taiwanese society's attitude towards its history under Japanese rule, which is intertwined with the nation's formation (Yao, [<reflink idref="bib37" id="ref70">37</reflink>]). The specific text emphasises Taiwan's rich and intricate history of cultural engagement and exchange with other nations, thereby highlighting Taiwan's diverse cultural heritage and hybrid national identity (Cruz Berrocal, [<reflink idref="bib4" id="ref71">4</reflink>]) while also promoting a process of reducing Chinese influence.</p> <p>The final theme in our analysis offers significant insights into how the connotations and denotations of Taiwan/Taiwanese and China/Chinese are strategically employed in EFL textbooks to differentiate Taiwan from mainland China and outline a blurred cultural and national identity for the new Taiwanese. Overall, textbooks emphasise the shared cultural heritage between Taiwan and mainland China while reiterating Taiwan's distinct political identity by explicitly asserting a new political name – Taiwan instead of ROC – which distances itself from mainland China. Yao ([<reflink idref="bib37" id="ref72">37</reflink>]) highlighted that due to the Chinese background of ROC, 'contemporary Taiwan in the post-war era since 1945 can be known as the Chinese nation' (p. 306). However, the question of whether its national identity is China or not has long been debated internationally and domestically. Because of its abnormal status, the institutions of ROC are neither accepted nor recognised on most international occasions (H. Wang, [<reflink idref="bib31" id="ref73">31</reflink>]). Furthermore, the majority of Chinese immigrants from the mainland since 1949 have gradually assimilated, leading to a declining number identified as Chinese. Consequently, the DPP has declared its stance on Taiwan's independence and its ideological position of 'Taiwanese consciousness' in opposition to the Chinese identity (Shih, [<reflink idref="bib26" id="ref74">26</reflink>]). With the ongoing democratisation campaign initiated by the DPP since the 1990s, the new generations have been educated under the pro-independent ethos (Hughes, [<reflink idref="bib17" id="ref75">17</reflink>]) and have predominantly chosen to self-identify as Taiwanese rather than Chinese (Stockton, [<reflink idref="bib28" id="ref76">28</reflink>]).</p> <p>The subject of English holds particular importance as it integrates history, geography, and civic education, nurturing students' 'world view' and 'nation view'. The aim of EFL education in Taiwan is currently to cultivate future international students and tourists, promote local Taiwanese identity (Dittmer, [<reflink idref="bib6" id="ref77">6</reflink>]), and establish an internationally recognised national status through English in a global context. To accomplish this objective, English textbooks produced in Taiwan subtly guide students in four identified themes. Firstly, the textbooks emphasise the island's aboriginal culture, magnifying the significance of this marginalised group and validating the new Taiwanese identity by distinguishing its historical origins from that of mainland China. Secondly, the textbooks extensively showcase Taiwan's local specialties, natural scenery, and contemporary celebrities, equipping students with a repertoire of knowledge to introduce Taiwan to the world and instilling them with local pride and confidence. Thirdly, they present colonialist culture as a reminder for students to remember a distinctive Taiwanese history and leverage their own identity. Lastly, the textbooks strategically employ the terms China/Chinese and Taiwan/Taiwanese to redefine the connotations and meanings of mainland China and Taiwan island, seemingly preparing to sever the shared memory of ancient celebrities (e.g. the father of the Republic of China – Dr. Sun Yat-sen) with mainland China. Unlike political propaganda from Taiwanese authorities, students with such an emic Taiwanese narrative in English will promote a global understanding of Taiwan's independent ideology in a decentralised manner. It may also influence the relationship between mainland China and the global Chinese diaspora concerning matters of identity.</p> <hd id="AN0186989527-11">Conclusion</hd> <p>The purpose of the study is to explore how the textbook portrayed the development of cultural and national identities in Taiwan, as well as how it presented ideological matters in high school EFL textbooks produced in Taiwan. A significant discovery from this study is that textbooks from three series consistently maintained a postmodern-esque ideology that encompassed both Chinese cultural elements and Taiwanese political perspectives.</p> <p>As mentioned at the beginning of this paper, the matter of constructing identity in EFL textbooks produced in Taiwan has not received enough attention, particularly from researchers who are not from Taiwan (H. Huang & Chen, [<reflink idref="bib15" id="ref78">15</reflink>]; Ke, [<reflink idref="bib19" id="ref79">19</reflink>]; Su, [<reflink idref="bib29" id="ref80">29</reflink>]). This study aims to address this research gap by utilising CDA to examine the themes and discursive strategies employed to establish a new Taiwanese identity in localised EFL textbooks. The discursive strategies include nomination, predication, and argumentation. Four main themes have been identified, which encompass the promotion of Taiwanese aboriginal culture, the extensive representation of contemporary Taiwanese celebrities, specialties, and natural landscapes, the portrayal of Japanese and Dutch-Spanish colonial culture, and the deliberate differentiation between China/Chinese and Taiwan/Taiwanese. These themes shed light on the construction of a postmodern, de-sinicised Taiwanese identity from an ideological perspective.</p> <p>In the field of linguistic politics and cultural studies, our investigation into how Taiwanese identity is portrayed in EFL textbooks has wider implications, particularly in light of how national and cultural identities are created and interpreted (Liu & Hung, [<reflink idref="bib22" id="ref81">22</reflink>]). Firstly, our study emphasises the significance of critically assessing the language used in instructional materials to determine how it reflects broader cultural and political values and opinions. This is especially important given the diversity and interconnectedness of cultural and national identities in today's globalised society (Zhong, [<reflink idref="bib39" id="ref82">39</reflink>]). Our study also highlights the importance of carefully examining the language employed in instructional materials to understand how it conveys broader cultural and political values and perspectives. As the identity crisis or process of identity (re)construction observed in Taiwanese EFL textbooks is not limited to the Greater China region alone, it is hoped that these studies will be relevant to textbook stakeholders in contexts where they must address similar challenges arising from ongoing socio-cultural changes.</p> <p>This study has both methodological and practical implications. Methodologically, we have provided a research model for investigating how language and ideology shape educational materials with the intention to impact learners. Practically, this study's findings illuminate the ideologies imbued in the EFL textbooks and their potential influence on students' cultural and national identity. In a swiftly changing socio-political environment, this research is crucial for educators and policymakers seeking to cultivate a more nuanced understanding of identity among students. We acknowledge that the analysis of Taiwanese EFL textbooks is not immune to criticism. One limitation of the study is that it did not investigate the impact of these portrayals on students' opinions/beliefs. Instead, it focused solely on the themes employed to depict Taiwan's identity in the textbooks. Consequently, generalising the results may prove challenging, and further research is necessary to fully grasp the effects of how Taiwan's identity is presented in EFL textbooks.</p> <hd id="AN0186989527-12">Acknowledgements</hd> <p>This work was supported by the Fundamental Research Funds for the Central Universities (中央高校基本科研业务费专项资金资; Grant NO. JZ2022HGQA0172) and 2024 Industry-Academia-Research Innovation Fund Project of Industry College of Digital Communication and Operation, Nanfang College Guangzhou (2024年广州南方学院数字化传播与运营产业学院产学研创新基金项目; Grant NO. YKSZ001). We would like to thank the anonymous reviewers for their very useful comments on an earlier version of this paper.</p> <hd id="AN0186989527-13">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0186989527-14"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77 – 101. doi: 10.1191/1478088706qp063oa</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> Brudny, Y. M., & Finkel, E. (2011). Why Ukraine is not Russia. East European Politics and Societies: And Cultures, 25 (4), 813 – 833. doi: 10.1177/0888325411401379</bibtext> </blist> <blist> <bibl id="bib3" idref="ref3" type="bt">3</bibl> <bibtext> Council of Indigenous Peoples. (2016). 原住民人口統計資料 [Statistical data on indigenous populations]. The Web Site of Council of Indigenous Peoples. Retrieved from <ulink href="http://www.apc.gov.tw/portal/docDetail.html?CID=940F9579765AC6A0&DID=0C3331F0EBD318C29CAB7977B9D3B3A8">http://www.apc.gov.tw/portal/docDetail.html?CID=940F9579765AC6A0&DID=0C3331F0EBD318C29CAB7977B9D3B3A8</ulink></bibtext> </blist> <blist> <bibl id="bib4" idref="ref4" type="bt">4</bibl> <bibtext> Cruz Berrocal, M. (2016). Ilha Formosa, seventeenth century: Archaeology in small islands, history of global processes. In S. Montón-Subías, M. C. Berrocal, & A. R. Martínez (Eds.), Archaeologies of early modern Spanish colonialism (pp. 281 – 302). New York City : Springer. doi: 10.1007/978-3-319-21885-4_12</bibtext> </blist> <blist> <bibl id="bib5" idref="ref50" type="bt">5</bibl> <bibtext> Dawley, E. N. (2009). The question of identity in recent scholarship on the history of Taiwan. The China Quarterly, 198, 442 – 452. doi: 10.1017/S030574100900040X</bibtext> </blist> <blist> <bibl id="bib6" idref="ref51" type="bt">6</bibl> <bibtext> Dittmer, L. (2018). Taiwanese Identity. In W. Wu & M. Frazier (Eds.), The SAGE handbook of contemporary China (pp. 657 – 675). Newcastle : Sage.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref14" type="bt">7</bibl> <bibtext> Editorial. (2019). 2030 Dazao taiwan chengwei shuangyu guojia—hou zhi guoren yingyv li tisheng guojia jingzheng li [2030 To build Taiwan into a bilingual country—to strengthen the English proficiency of Chinese people and enhance national competitiveness]. Executive Yuan. Retrieved from https://<ulink href="http://www.ey.gov.tw/Page/5A8A0CB5B41DA11E/74eb5a0e-436d-4b78-9a1c-9d379f805331">www.ey.gov.tw/Page/5A8A0CB5B41DA11E/74eb5a0e-436d-4b78-9a1c-9d379f805331</ulink></bibtext> </blist> <blist> <bibl id="bib8" idref="ref57" type="bt">8</bibl> <bibtext> Edmonds, R. L. (2001). Aspects of the Taiwanese landscape in the 20th century. The China Quarterly, 165, 1 – 18. doi: 10.1017/S0009443901000018</bibtext> </blist> <blist> <bibl id="bib9" idref="ref5" type="bt">9</bibl> <bibtext> Fuchs, E., & Bock, A. (2018). The Palgrave handbook of textbook studies. London : Palgrave Macmillan.</bibtext> </blist> <blist> <bibtext> Gunantar, D. A. (2017). Textbooks analysis: Analyzing English as a foreign language (EFL) textbooks from the perspective of Indonesian culture. Language Circle: Journal of Language and Literature, 11 (2), 173 – 182.</bibtext> </blist> <blist> <bibtext> Hall, S. (2021). Cultural identity and diaspora [1990]. In P. Gilroy & R. W. Gilmore (Eds.), Selected writings on race and difference (pp. 257 – 271). Durham : Duke University Press. doi: 10.1215/9781478021223-016</bibtext> </blist> <blist> <bibtext> Ho, Y. R. (2018). Exposing colonial representations: Analysis of portrayals of Indigenous culture in Taiwan's language textbooks. Race Ethnicity and Education, 24 (6), 856 – 875. doi: 10.1080/13613324.2018.1538123</bibtext> </blist> <blist> <bibtext> Hsiau, A. (2003). Contemporary Taiwanese cultural nationalism. Abingdon : Routledge.</bibtext> </blist> <blist> <bibtext> Hua, X., Hu, G., & Liu, F. (2023). The cultural representation of Chinese-speaking groups in US-produced Chinese as a foreign language textbooks. Asia Pacific Journal of Education, 43 (1), 126 – 143. doi: 10.1080/02188791.2021.1889971</bibtext> </blist> <blist> <bibtext> Huang, H., & Chen, H. (2019). Constructing collective memory for (de)colonisation: Taiwanese images in history textbooks, 1950–1987. Paedagogica Historica, 55 (1), 101 – 120. doi: 10.1080/00309230.2018.1546328</bibtext> </blist> <blist> <bibtext> Huang, T., & Ou, Y. S. (2017). Reflexivity, position, and the ambivalent public space: The politics of educational policy in Taiwan's local governments. Asia Pacific Journal of Education, 37 (1), 14 – 27. doi: 10.1080/02188791.2016.1142422</bibtext> </blist> <blist> <bibtext> Hughes, C. R. (2013). Negotiating national identity in Taiwan: Between nativization and de-sinicization. In A. Robert, J. Garver, & P. Prime (Eds.), Taiwan's democracy (pp. 61 – 84). Abingdon : Routledge.</bibtext> </blist> <blist> <bibtext> Hung, Y. H. (2019). To teach or not teach controversial public issues in Taiwan? Asia Pacific Journal of Education, 39 (4), 562 – 576. doi: 10.1080/02188791.2019.1671807</bibtext> </blist> <blist> <bibtext> Ke, I. C. (2012). From EFL to English as an international and scientific language: Analysing Taiwan's high-school English textbooks in the period 1952–2009. Language, Culture and Curriculum, 25 (2), 173 – 187. doi: 10.1080/07908318.2012.683530</bibtext> </blist> <blist> <bibtext> Lee, C.-F. (2014). An investigation of factors determining the study abroad destination choice. Journal of Studies in International Education, 18 (4), 362 – 381. doi: 10.1177/1028315313497061</bibtext> </blist> <blist> <bibtext> Lin, H. Y. (2020). Perceptions of the Englishization of higher education in Taiwan: implementation and implications. International Journal of Bilingual Education and Bilingualism, 23 (5), 617 – 634. doi: 10.1080/13670050.2019.1579778</bibtext> </blist> <blist> <bibtext> Liu, M., & Hung, L.-C. (2002). Identity issues in Taiwan's history curriculum. International Journal of Educational Research, 37 (6–7), 567 – 586. doi: 10.1016/S0883-0355(03)00051-X</bibtext> </blist> <blist> <bibtext> Ministry of Education. (2014). Shier nian guomin jiben jiaoyv kecheng gangyao zonggang [Twelve-year national basic education curriculum outline]. Taiwan: National Academy for Educational Research. Retrieved from https://web.archive.org/web/20180313092658/https:/<ulink href="http://www.naer.edu.tw/files/15-1000-7944,c639-1.php?Lang=zh-tw">www.naer.edu.tw/files/15-1000-7944,c639-1.php?Lang=zh-tw</ulink></bibtext> </blist> <blist> <bibtext> Ministry of Education. (2020). 2030 Shuangyv guojia zhengce (110 zhì 113 nian)─ qianzhan jichu jianshe rencai peiyv cujin jiuye jianshe [2030 National Bilingual Policy (110–113 years) ─ Forward-looking infrastructure construction talent cultivation to promote employment construction]. Taiwan: Ministry of Education World Wide Web. Retrieved from https://web.archive.org/web/20210612113600/https:/<ulink href="http://www.edu.tw/News%5fPlan%5fContent.aspx?n=D33B55D537402BAA&sms=954974C68391B710&s=FB233D7EC45FFB37">www.edu.tw/News%5fPlan%5fContent.aspx?n=D33B55D537402BAA&sms=954974C68391B710&s=FB233D7EC45FFB37</ulink></bibtext> </blist> <blist> <bibtext> Nartey, M., & Mwinlaaru, I. N. (2019). Towards a decade of synergising corpus linguistics and critical discourse analysis: A meta-analysis. Corpora, 14 (2), 203 – 235. doi: 10.3366/cor.2019.0169</bibtext> </blist> <blist> <bibtext> Shih, F.-L. (2012). Taiwan's subjectivity and national narrations: Towards acomparative perspective with Ireland. Taiwan in Comparative Perspective, 4, 6 – 33.</bibtext> </blist> <blist> <bibtext> Shin, K. (2012). A prototype of close relations and antagonism: From the first Sino-Japanese war to the twenty-one demands. In Toward a history beyond borders (pp. 53 – 80). Cambridge : Harvard University Asia Center. doi: 10.1163/9781684175147_005</bibtext> </blist> <blist> <bibtext> Stockton, H. (2007). Taiwan: Political and national security of becoming "Taiwanese". In S. Horowitz, U. Heo, & A. C. Tan (Eds.), Identity and change in east Asian conflicts: The cases of China, Taiwan, and the Koreas (pp. 49 – 70). New York : Palgrave Macmillan.</bibtext> </blist> <blist> <bibtext> Su, Y. C. (2016). The international status of English for intercultural understanding in Taiwan's high school EFL textbooks. Asia Pacific Journal of Education, 36 (3), 390 – 408. doi: 10.1080/02188791.2014.959469</bibtext> </blist> <blist> <bibtext> Vasilijević, D. N., Semiz, MŽ, & Adžić, B. (2021). National identity in the textbooks of English as a foreign language. Zbornik Radova Filozofskog Fakulteta u Prištini, 51 (3), 35 – 53.</bibtext> </blist> <blist> <bibtext> Wang, H. (2012). Cultivating "postmodern citizens"? Reflections on the new trends of education in Taiwan. Multicultural Education Review, 4 (1), 51 – 89. doi: 10.1080/23770031.2009.11102889</bibtext> </blist> <blist> <bibtext> Wang, T., & Liu, I. (2004). Contending identities in Taiwan: Implications for cross-strait relations. Asian Survey, 44 (4), 568 – 590. doi: 10.1525/as.2004.44.4.568</bibtext> </blist> <blist> <bibtext> Weninger, C., & Kiss, T. (2013). Culture in English as a foreign language (EFL) textbooks: A semiotic approach. TESOL Quarterly, 47 (4), 694 – 716. doi: 10.1002/tesq.87</bibtext> </blist> <blist> <bibtext> Wodak, R. (2001). The discourse-historical approach. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 63 – 94). London : Sage Publications Ltd.</bibtext> </blist> <blist> <bibtext> Wodak, R. (2015). Critical discourse analysis, discourse-historical approach. In K. Tracy (Ed.), The international encyclopedia of language and social interaction (pp. 275 – 288). Chichester : John Wiley & Sons. doi: 10.1002/9781118611463.wbielsi116</bibtext> </blist> <blist> <bibtext> Wu, M. (2017). Moral education and the aboriginal peoples of Taiwan: From Sino-centrism to the ethic of multiculturalism. Journal of Moral Education, 46 (1), 69 – 78. doi: 10.1080/03057240.2016.1277340</bibtext> </blist> <blist> <bibtext> Yao, M. (2019). Creating and re-creating the nation of Taiwan: Representations of the history of the Japanese colonial era in history textbooks and teachers' discourses. National Identities, 21 (3), 305 – 320. doi: 10.1080/14608944.2018.1443324</bibtext> </blist> <blist> <bibtext> Yeh, F.-Y. (2022). Contextualising teaching EIL in the expanding Circle-East Asian region: A comparative analysis of junior secondary English textbooks in Taiwan and Japan. Asian Englishes, 24 (3), 312 – 332. doi: 10.1080/13488678.2022.2081899</bibtext> </blist> <blist> <bibtext> Zhong, Y. (2016). Explaining national identity shift in Taiwan. Journal of Contemporary China, 25 (99), 336 – 352. doi: 10.1080/10670564.2015.1104866</bibtext> </blist> </ref> <aug> <p>By Xiaochen Hua; Yating Yu and Tayden Fung Chan</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib15" firstref="ref7"></nolink> <nolink nlid="nl2" bibid="bib16" firstref="ref8"></nolink> <nolink nlid="nl3" bibid="bib13" firstref="ref9"></nolink> <nolink nlid="nl4" bibid="bib21" firstref="ref10"></nolink> <nolink nlid="nl5" bibid="bib23" firstref="ref11"></nolink> <nolink nlid="nl6" bibid="bib31" firstref="ref12"></nolink> <nolink nlid="nl7" bibid="bib20" firstref="ref13"></nolink> <nolink nlid="nl8" bibid="bib24" firstref="ref15"></nolink> <nolink nlid="nl9" bibid="bib14" firstref="ref21"></nolink> <nolink nlid="nl10" bibid="bib33" firstref="ref22"></nolink> <nolink nlid="nl11" bibid="bib10" firstref="ref23"></nolink> <nolink nlid="nl12" bibid="bib30" firstref="ref24"></nolink> <nolink nlid="nl13" bibid="bib19" firstref="ref29"></nolink> <nolink nlid="nl14" bibid="bib29" firstref="ref30"></nolink> <nolink nlid="nl15" bibid="bib12" firstref="ref31"></nolink> <nolink nlid="nl16" bibid="bib36" firstref="ref32"></nolink> <nolink nlid="nl17" bibid="bib37" firstref="ref33"></nolink> <nolink nlid="nl18" bibid="bib18" firstref="ref35"></nolink> <nolink nlid="nl19" bibid="bib11" firstref="ref40"></nolink> <nolink nlid="nl20" bibid="bib34" firstref="ref41"></nolink> <nolink nlid="nl21" bibid="bib35" firstref="ref42"></nolink> <nolink nlid="nl22" bibid="bib25" firstref="ref43"></nolink> <nolink nlid="nl23" bibid="bib22" firstref="ref62"></nolink> <nolink nlid="nl24" bibid="bib38" firstref="ref63"></nolink> <nolink nlid="nl25" bibid="bib32" firstref="ref64"></nolink> <nolink nlid="nl26" bibid="bib27" firstref="ref68"></nolink> <nolink nlid="nl27" bibid="bib26" firstref="ref74"></nolink> <nolink nlid="nl28" bibid="bib17" firstref="ref75"></nolink> <nolink nlid="nl29" bibid="bib28" firstref="ref76"></nolink> <nolink nlid="nl30" bibid="bib39" firstref="ref82"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1485681
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Critical Discourse Study of Cultural and National Identity (Re)Construction in Taiwanese High School EFL Textbooks
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Xiaochen+Hua%22">Xiaochen Hua</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6518-0183">0000-0002-6518-0183</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yating+Yu%22">Yating Yu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9416-0130">0000-0002-9416-0130</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tayden+Fung+Chan%22">Tayden Fung Chan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4958-6829">0000-0002-4958-6829</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Discourse%3A+Studies+in+the+Cultural+Politics+of+Education%22"><i>Discourse: Studies in the Cultural Politics of Education</i></searchLink>. 2025 46(4):433-448.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Curriculum%22">Secondary School Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Evaluation%22">Textbook Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Patriotism%22">Patriotism</searchLink><br /><searchLink fieldCode="DE" term="%22Reference+Groups%22">Reference Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Agenda+Setting%22">Agenda Setting</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Content%22">Textbook Content</searchLink><br /><searchLink fieldCode="DE" term="%22Ideology%22">Ideology</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/01596306.2024.2412596
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0159-6306<br />1469-3739
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In foreign language textbooks, cultural representations embedded in texts and images not only facilitate the acquisition of linguistic knowledge but also construct ethnic or political identities. Over the past century, the mainstream ideology in Taiwan has changed due to the rotation of ruling parties and generational shifts. This change is also evident in contemporary English-as-a-Foreign-Language textbooks. In light of this emerging issue, this study employed critical discourse analysis to examine three sets of textbooks that are widely used in high schools in Taiwan. The study reveals that textbooks produced in Taiwan generally: (1) highlight the indigenous culture of the island, (2) extensively depict contemporary Taiwanese celebrities, specialties, and natural landscapes, (3) embellish the period of Japanese and Dutch-Spanish colonisation, and (4) strategically differentiate between 'China/Chinese' and 'Taiwan/Taiwanese'. The findings expose the Taiwan-centric perspective of the textbooks while downplaying the significance of the national title -- 'the Republic of China'.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1485681
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1485681
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/01596306.2024.2412596
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 433
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary School Curriculum
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Textbook Evaluation
        Type: general
      – SubjectFull: Patriotism
        Type: general
      – SubjectFull: Reference Groups
        Type: general
      – SubjectFull: Agenda Setting
        Type: general
      – SubjectFull: Cultural Influences
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Textbook Content
        Type: general
      – SubjectFull: Ideology
        Type: general
      – SubjectFull: Taiwan
        Type: general
    Titles:
      – TitleFull: A Critical Discourse Study of Cultural and National Identity (Re)Construction in Taiwanese High School EFL Textbooks
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Xiaochen Hua
      – PersonEntity:
          Name:
            NameFull: Yating Yu
      – PersonEntity:
          Name:
            NameFull: Tayden Fung Chan
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0159-6306
            – Type: issn-electronic
              Value: 1469-3739
          Numbering:
            – Type: volume
              Value: 46
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Discourse: Studies in the Cultural Politics of Education
              Type: main
ResultId 1