A Critical Discourse Analysis of Learner Responsibility Ideology in Pearson Inspire English International Textbook

Abstract

This study explores how learner responsibility ideology is constructed in selected texts from Pearson Inspire English International Textbook, with the aim of examining how learners are positioned as self-regulating individuals responsible for managing health, digital practices, physical safety, and fake news identification. Using Norman Fairclough's three-dimensional model, the study examines the linguistic and discursive strategies through which learner responsibility ideology is constructed. Adopting a qualitative Critical Discourse Analysis approach, the data consists of four purposively selected instructional passages addressing hydration awareness, online safety, cycling safety, and fake news identification. The findings indicate that the textbook constructs learner responsibility as a multidimensional ideological framework using imperative structure, direct address, evaluative expressions, and instructional sequences. These discursive strategies present responsibility as an individual obligation and promote learner identity and self-regulation as a key characteristic of learners. The study further demonstrates that the textbook constructs a specific learner identity characterized by responsibility, caution, and informed decision-making. It shows that beyond its pedagogical function; the textbook also functions as an ideological resource that shapes learner identity and promotes expectations of self-regulation. While previous research has examined ideology in ELT textbooks through various perspectives, limited attention has been given to how learner responsibility ideology is constructed and how it shapes learner identity and self-regulation.