https://doi.org/10.67147/literariness.v1i2.087
Deferred Reading(s): A Critical Discourse Analysis of English Language Textbooks (2011–2025)
HAMDA HANAN
Senior Research Fellow
Department of English, Farook College (Autonomous)
Affiliated to the University of Calicut, Kerala, India
DR. MUFEEDA T
Research Supervisor and Assistant Professor
Department of English, Farook College (Autonomous)
Affiliated to the University of Calicut, Kerala, India
ORCID: https://orcid.org/0000-0003-0697-1994
Abstract: During the initial years of the inception of the largest university of the state, Calicut University did not distinguish between language and literature. However, by the 1990s, language and literature were taught as separate subjects. And over the years, the modus operandi of the English language, a mandated course offered to students, has changed in a myriad of ways be it in terms of the textbook or other resources.
In the context of the NEP being implemented in the state, this paper examines how the University’s English Language Textbooks have contributed to deferring understanding of “language” and “communication” over the years. The paper studies EL textbooks offered as a part of the common course since the introduction of the Choice Based Credit Semester System (CBCSS) in 2009, to the National Education Policy (NEP) in 2020, have defined communicative language courses in Kerala. The paper employs Critical Discourse Analysis (CDA) to analyse how undergraduate English Language (EL) textbooks offered to students have contributed to deferred understandings of communicative language as reflected in the common courses of largest state university.
Keywords: English Language Education, Language Textbooks, Critical Discourse Analysis
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