The portrayal of environmental literacy in Chinese language textbooks for non-native speakers

Abstract

The focus of this analysis is the portrayal of environmental issues in Chinese language textbooks designed for non-native speakers. Two popular textbook series were analyzed through content analysis, Critical Discourse Analysis (CDA) and Visual Image Analysis (VIA) to indicate the embeddedness of environmental literacy (EL) and ideological messages. An effective conveyance of environmental knowledge and encouragement of certain behaviors is evident in the textbooks; however, the results indicate a lack of emphasis on the affective component related to environmental topics. Commonly, environmental challenges are framed as global problems that necessitate international cooperation. In addition, China’s depiction is consistently positive, referencing traditional environmental values, philosophies, and responsible practices. A tendency in the textbooks is the promotion of technological innovation as the primary solution for environmental issues. Such a perspective corresponds with state and corporate agendas. This alignment frequently results in overlooking public concerns and reducing opportunities for the development of critical environmental consciousness. Therefore, recommendation from this study is for textbook developers to incorporate the overlooked environmental issues into textbooks. In addition, it is recommended that educators incorporate supplementary resources such as news articles and multimedia content. This integration aims to offer students with more extensive perspectives and cultivate a critical assessment of environmental narratives and their omissions. The scope of this research is confined to Chinese Language Teaching (CLT) materials. It is therefore suggested that future research explore how other disciplines, including geography and general language education, approach environmental issues and ideologies.