چكيده به لاتين
As scholarly interest in the neoliberal undertones of global English textbooks continues to expand, a noticeable gap remains in the investigation of how these commercially driven materials manifest in educational settings and impact both teaching strategies and student learning experiences. In the realm of academia, textbooks are widely recognized as crucial instruments for perpetuating societal norms and spreading prevailing beliefs. Among these educational materials, English teaching textbooks hold a prominent position as vehicles for reproducing ingrained ideologies. Yet, this practice has not gone unchallenged, critics have voiced their concerns regarding cultural influences and dominant narratives propagated through these imported texts. Drawing on an NLP-based mixed method approach, the present study endeavored to unveil the pervasive neoliberal ideologies present within the widely utilized English Language Teaching (ELT) materials distributed in Iranian private language institutions. Through meticulous examination using both thematic discourse analysis and NLP tools, it was revealed that numerous neoliberal ideologies permeated the textbooks under study, focalizing on concepts such as market, consumerism, deregulation, human capital, entrepreneurship, individualism, competition, multiculturalism, globalization, celebrity and branding. Thus, the omnipresent textbook on a global scale emerges as just one of the myriad instruments wielded by neoliberalism in its perpetuation. This underscores the imperative for an introspective approach to teaching and a critical pedagogical stance towards imported ELT materials, both among educational authorities and instructors alike. By embracing such an ethos, learners of language stand to cultivate not only linguistic proficiency but also a critical outlook that challenges conventional wisdom.
