Critical Visual Discourse Analysis of Moroccan EFL Textbooks: Uncovering Ideological Constructs in The Spotlight Series

Abstract

There is no doubt that English language textbooks are not just pedagogical tools but powerful ideological artifacts that shape learners’ perceptions and identities through carefully designed multimodal semiotics. In Morocco’s multilingual educational landscape, the Spotlight textbook series (Volumes 1 and 2) occupies a critical space, negotiating local cultural values with global linguistic demands. This study employs Critical Visual Discourse Analysis (CVDA, henceforth), integrating Kress and van Leeuwen’s (2006) visual grammar with Fairclough’s (1992) three-dimensional CDA model, to investigate three core dimensions: (1) the representation of cultural identities, (2) the construction of gender roles, and (3) the framing of learner autonomy. Findings reveal systematic patterns of Western-centric cultural framing, where Moroccan elements are often exoticized, alongside gendered activity distribution that reinforces traditional roles. Additionally, autonomy is predominantly constructed through neoliberal self-governance paradigms, positioning learner agency as compliance rather than critical engagement. The study ultimately argues that these elements converge into a hidden curriculum that privileges certain worldviews while marginalizing local knowledge systems. By bridging visual semiotics and critical discourse analysis, this research contributes to critical applied linguistics and textbook studies, offering insights for culturally responsive and equitable material design in Moroccan EFL education and broader contexts