Patriotism in Literacy Teaching in China: A Multimodal Analysis
This article examines how the cultural value of patriotism is construed through examining multimodal texts in Chinese language textbooks that are used in China elementary schools nationwide. More specifically, within the framework of Systemic-Functional Linguistics, I analyze how do lexical and grammatical choices model experiential, interpersonal and textual meanings of the selected patriotic written text. By adopting Systemic-Functional informed visual grammar, this article then investigates how images model material reality, viewer/image relations and compositional meanings. Finally this study studies how visual and verbal modes being deployed to manifest the ideology of patriotism. This article also demonstrates that through deploying multiple semiotic resources in the Chinese language textbooks, the Chinese dominant cultural knowledge could be constructed and imparted to students more efficiently.
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