Document Type : Original Article


English Department, Faculty of Letters & Humanities, Shahrekord University, Shahrekord, Iran


The present study, adopting a critical discourse analysis (CDA) approach, aimed to identify the particular ways by which social actors (i.e., males and females) have been represented linguistically in EFL Vision series taught in Iranian high schools, using van Leeuwen’s (1996) framework as the analytical model. To this end, content analysis of the textbooks was carried out to explore the frequency and proportion of different discursive features for each social actor. Quantitative data analysis showed that there were no significant differences between the males and females for all the discoursal features of deletion, role allocation, and substitution. Also, qualitative findings revealed that the females were depicted as successful, famous, independent, and talented as the males. In the same way, the kinds of activities describing each of the male and female actors did not seem to be very different. This elevation of women from the margin to the foreground is in contrast to previous EFL textbooks which promoted a traditional image of women—often confined to home context. Finally, pedagogical implications for EFL teachers and students are discussed within a CDA perspective.