Language, Ideology, and Nationhood in Higher Education: A Discourse-Historical Study of an Indian English Textbook

Abstract

This paper explores the role of English language textbooks as ideological meaning-making sites, with regard to high learning in India. Exploring the case of the Pathfinder: Communicative English for First Year B.Tech, the study analyses the importance of language as a tool of forming national identity and political ideology, out of its educational aims. Under the support of the Discourse-Historical Approach, the research follows the qualitative research design in the process of the textbook analysis of linguistic choice, thematic framing, and representations of the historical events and national narratives. The results indicate that the biased focus on specific historical figures, events, and national accomplishments leads to the creation of the coherent and idealised national identity, whereas the alternative or disputable viewpoints are pushed to the periphery by the practise of strategic omission. An emotive and evaluative language also supports dominant ideological standpoints in line with state accounts of democracy, nationalism and progress. The study proves that the English language teaching resources in technical higher education are not ideologically neutral.The paper highlights the importance of English language programmes that embrace a variety of historical views and encourage critical thinking by means of reflective and dialogue learning techniques. This paper adds to the current debates of language, ideology, and curriculum design in higher education by foreshadowing the ideological aspects of English language education.