Language, Ideology, and Bias: A Sociolinguistic Examination of English Textbooks in Punjab

Abstract

This study explores the presence of linguistic and ideological biases in English textbooks prescribed by the Punjab Textbook Board through a sociolinguistic lens. Educational materials play a pivotal role in shaping learners’ worldview and social identity, yet they often reflect dominant ideologies that perpetuate inequalities. This research critically examines how language is employed to construct, normalize, or marginalize particular social roles, values, and perspectives in these textbooks. Drawing on the framework of Critical Discourse Analysis (CDA), particularly the approaches of Fairclough and van Dijk, the study investigates the interplay between language, power, and ideology in textbook discourse. A qualitative content analysis has been done on selected textbooks from primary to secondary levels, focusing on lexical choices, thematic representation, syntactic structures, and discursive strategies. The findings revealed an implicit pattern of bias related to social class, occupational roles, cultural norms, and national identity, which contribute to the reproduction of existing social hierarchies. The study highlights the need for more inclusive and balanced language in educational materials and recommends a review of curriculum design through the lens of linguistic equity and social justice.