Exploring the Educational Significance of Ideological and Political Elements in Senior High School EFL Textbooks from the Perspective of the Transitivity System Theory

Abstract

While existing domestic research predominantly focuses on the classification of ideological and political elements and their pedagogical integration, their educational significance in English textbooks remains under-explored. To address this gap, this study adopts the transitivity system theory to analyze 12 reading passages from the 2019 Beijing Normal University edition of senior high school compulsory English textbooks, examining how ideological and political elements are semiotically constructed and pedagogically conveyed. The findings reveal that ideological and political meanings are primarily realized through material, mental, and relational processes, with material processes being the most prominent. Thematically, the textbook content is structured around three key dimensions: Self and Identity, Self and Identity, and Human and Nature, each embedding distinct ideological and political implications. This study contributes to a deeper understanding of the systemic-functional representation of ideological and political education in EFL materials. The research findings facilitate students in establishing correct worldviews, outlooks on life, and values, enabling them to achieve comprehensive development in moral, intellectual, physical, aesthetic, and labor education, thereby providing theoretical foundations and practical references for advancing ideological and political education in English curricula.