Ideas vs. Ideologies: A critical look at language teaching materials In the 21st century it is of utmost importance that our learners become critical readers who are able to distinguish between ideas and ideology (Kumaravadivelu, 2008). This workshop will look at how language teaching materials can and should be analyzed to uncover hidden (and not so hidden) ideologies, and reveal the ‘hidden curriculum’ that is meant to influence, promote, or maintain a particular power relationship in society. We will look at different examples of materials that include visuals and visual texts, and more traditional media. These will serve to illustrate two prominent problems with materials: (i) the presence of sexism and gender bias, and (ii) cultural insensitivities. After examining each set of materials, we will discuss what activities teachers may design to exploit the ‘flaws’ of their textbook materials to promote critical thinking and critical literacy skills in their classroom. In fact, what we need to embrace is the pedagogy of multiliteracies, since the role of a pedagogy of multiliteracies, as the New London Group (1996, p. 72) argue, is to “develop an epistemology of pluralism that provides access without people having to erase or leave behind different subjectivities”. New London Group (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Education Review, 66(1), 60-92. Kumaravadivelu, B. (2008). Cultural globalization and language education. New Haven: Yale University Press.

1. Welcome
to
Workshop H
Dr Tamas Kiss
Ideas vs. Ideologies:
A critical look at language teaching
materials

2. Ideas vs. Ideologies:
A critical look at language
teaching materials
Tamas Kiss

3. Privatdozent

4. 2
1
2 3
4 5

5. ideology is …
… a system of ideas, values and beliefs oriented to
explaining a given political order, legitimizing existing
hierarchies and power relations and preserving
group identities. Ideology explains both the
horizontal structure (the division of labour) of a
society and its vertical structure (the separation of
rulers and ruled).
(Chiapello & Fairclough, 2002, p. 187)

6. ideology is …
the dominant political, educational, or cultural value
system that secures its legitimacy through
institutionally circulated discourses.
Curdt-Christiansen & Weninger, 2015, p. 3

7. an idea is …
an understanding, thought, or picture in your mind; a
belief or opinion.
Cambridge English Dictionary

8. What are teaching materials?
• Text (linguistic and/or visual)
• Task
• Activity

9. Message in a bottle

10. “Materials are carriers of culture and may
support a hidden curriculum (e.g.
Canagarajah, 1999; Chao, 2011; McGrath,
2002; Pennycook, 1994; Snyder, 1970).”
(Kiss & Rimbar, 2017, p.4)

11. “English teaching materials should involve
moral education. They should be conducive to
students’ development of a correct view of life
and value orientation.”
National Standards for English Curriculum,
Ministry of Education, China, 2001, p. 30

13. Li, Y. (Ed.) (2014). New college English integrated course 4.
Shanghai: Shanghai Foreign Language Education Press.

14. Task• Look at your handout and identify any elements in
the texts that might be questionable in terms of
ideology.
• What activities could you suggest to supplement
the materials?

15. Thank you

16. Please proceed to the
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Prof. Stephen Hall.
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