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RÓŻNORODNOŚĆ SPOŁECZNO-KULTUROWA SZWECJI W PODRĘCZNIKACH DO NAUKI JĘZYKA SZWEDZKIEGO

100%
Kowal I.
Neofilolog
|
2016
|
issue 46/2
245-258
EN
The paper discusses specific features of the Swedish sociocultural reality and the way the sociocultural diversity of the country is presented in language textbooks for Swedish language learners. The analysis is longi-tudinal in nature i.e. it concerns two editions of textbooks published in Sweden between 1996 and 2014. The presentation of Swedish sociocul-tural diversity is both explicit and implicit in nature, with changes in eth-nic diversity, household diversity, and family diversity being the most dy-namic ones. However, a number of differences between both textbooks are noticeable: in the older version information is presented mainly in an explicit form while its newer counterpart demonstrates the diversity of Swedish society both explicitly and implicitly.
PL
The paper discusses specific features of the Swedish sociocultural reality and the way the sociocultural diversity of the country is presented in language textbooks for Swedish language learners. The analysis is longitudinal in nature i.e. it concerns two editions of textbooks published in Sweden between 1996 and 2014. The presentation of Swedish sociocultural diversity is both explicit and implicit in nature, with changes in ethnic diversity, household diversity, and family diversity being the most dynamic ones. However, a number of differences between both textbooks are noticeable: in the older version information is presented mainly in an explicit form while its newer counterpart demonstrates the diversity of Swedish society both explicitly and implicitly.
2
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How China and Chinese people are visually represented: The case of a series of Liberal Studies textbooks in Hong Kong

99%
Wu Y., Li Y.
Journal of Education Culture and Society
|
2022
|
vol. 13
|
issue 1
403-417
EN
Aim. The aim of the research is to examine how Mainland China and Chinese people are represented in the visual materials of four sets of Liberal Studies (LS) textbooks in Hong Kong. Methods. Fairclough’s Critical Discourse Analysis, viewing language as a social practice and van Dijk’s ideological coding categories are integrated to analyze discursive representations (e.g., the embedded hidden power) in the Hong Kong Today volumes published by four influential commercial publishers: Modern, Ming Pao, Marshall, and Aristo. Results. The analysis reveals that China and mainland Chinese are negatively portrayed in visual images in four commercial LS textbooks, in which, the representations concerning mainland China and mainlanders are all found ideologically biased to highlight their negative characteristics and alienness. Conclusions. Via an overview of Hong Kong’s history, economy, educational policies, and controversial political events, the reasons why China and its people are represented negatively in LS textbooks is explained.
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