Global Englishes Orientation: A Content Analysis of China's Senior High School Textbooks
Abstract
Since China is placing increasing emphasis on international engagement in education and English is functioning more widely as a lingua franca (ELF), this study examines the extent to which senior high school English textbooks reflect a Global Englishes (GE) orientation. Using qualitative content analysis, the textual, visual, and auditory elements of three textbooks officially approved by China’s Ministry of Education (MoE) were analyzed through the lens of the 2018 GE framework. The analysis focused on six dimensions: target interlocutors, ownership, norms, cultures, needs, and assessment criteria. The results show that all three textbooks exhibit aspects that are in line with a GE orientation, including representation of diverse English users, acknowledgment of global ownership of English, inclusion of lexical variation, pluralistic cultural representations, communicative assessment forms, and attention to global communication needs. However, native-speakerism remains influential. Although cultural content appears diverse and fluid, it often lacks sufficient depth to foster critical intercultural awareness. Overall, the results reveal both progress and continuing limitations in integrating GE principles into Chinese English language teaching (ELT). These findings highlight the need for more inclusive and pedagogically coherent resources to better prepare students for effective communication in global contexts.