A Visual Analysis of Multiculturalism in the Algerian Fourth-Year EFL Primary School Textbook

Abstract

This article evaluates the integration of multiculturalism in the Algerian fourth-grade primary school English textbook, specifically focusing on the cultural representation within its visual content. The study employs a qualitative research design centered on visual analysis to assess how effectively multiculturalism is promoted through the textbook’s images, illustrations, and graphics using a visual analysis framework based on theories of visual communication drawn from the works of Kress and van Leeuwen (2006); the research examines the extent to which native (Algerian), target (English‑speaking), and other cultures are represented. The significance of this study lies in enriching the body of research on the role of textbooks in developing multiculturalism, as well as providing practical recommendations for educators and policymakers on how to enhance cultural representation in educational materials. Findings reveal that while the textbook includes various visual depictions of cultures, there is a significant emphasis on the native culture, which may limit students’ exposure to target and other cultures. Nevertheless, this focus is important for identity and belonging, and necessary for effective communication in a multicultural world.