Islamic Representation in Indonesian EFL Coursebooks: A Multimodal Critical Discourse Analysis

Abstract

Islamic representation in Indonesian EFL coursebooks remains an underexamined yet significant area of inquiry. This study investigates how Islamic meanings are constructed through multimodal semiotic resources in EFL coursebooks and how such representations function ideologically within educational discourse. Employing a Multimodal Critical Discourse Analysis framework, the study analyzes texts, images, and visual design. The analysis identifies two ideologically salient themes: the representation of Muslim women and gender boundaries in Islamic representation. The findings show that Indonesian EFL coursebooks normalize Islamic identity through semiotic resources that portray Muslim women as brave, confident, intelligent, capable, pious, and morally exemplary, while also presenting them as well-groomed and disciplined. At the same time, these representations subtly regulate gender roles and religious practices. However, certain portrayals appear inconsistent with some established interpretations of Islamic norms. The study also discusses the implications of these findings for English language teaching and learning, emphasizing the importance of critically engaging with coursebook representations and promoting more culturally sensitive approaches in the design and use of EFL coursebooks.