Ahern, K. R., Daminelli, D., & Fracassi, C. (2015). Lost in translation? The effect of cultural values on mergers around the world. Journal of Financial Economics, 117(1), 165–189.
Ahmed, S. (2015). Attitudes towards English language learning among EFL learners at UMSKAL. Journal of Education and Practice, 6(18), 6–16.
Agustina, N., & Kencana, N. (2023). The cultural content and intercultural communicative competence in the global and local textbooks used in Indonesian EFL classes. Journal on English as a Foreign Language, 13(1), 242–264.
Al-Akraa, S. (2013). Teaching English in Iraq: An analysis of an EFL textbook.
Baker, M. (2018). In other words: A coursebook on translation (3rd ed.). Routledge.
Baleghizadeh, S., & Amiri Shayesteh, L. (2020). A content analysis of the cultural representations of three ESL grammar textbooks. Cogent Education, 7(1), 1844849.
Bernaisch, T., & Koch, C. (2016). Attitudes towards Englishes in India. World Englishes, 35(1), 118–132.
Brumfit, C. J. (1995). Teacher professionalism and research. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics (pp. 27–41). Oxford University Press.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford University Press.
Cortazzi, M., & Jin, L. X. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 196–219). Cambridge University Press.
Crystal, D. (1997). English as a global language. Cambridge University Press.
Dahmardeh, M., Mohammad Hasan, A., Muhammadi, P., & Fathiya, A. (2025). A comparative study of gender representation EFL coursebooksin the Middle East. Journal of Multicultural Education,19(1), 108-120.https://doi.org/10.1108/JME-10-2024-0138
Fairclough, N. (2013). Critical discourse analysis: The critical study of language. Routledge.
Flowerdew, J., & Forest, R. (2009). Schematic structure and lexico-grammatical realization in corpus-based genre analysis: The case of research in the PhD literature review. In M. Charles, D. Pecorari, & S. Hunston (Eds.), Academic writing: At the interface of corpus and discourse (pp. 15–36). Continuum.
Fuertes Olivera, P. A. (2008). Systematic introductions in specialised dictionaries: Some proposals in relation to accounting dictionaries. In L. Svensén & S. Tarp (Eds.), Lexicography in the 21st century: In honour of Henning Bergenholtz (pp. 161–178). John Benjamins Publishing Company.
Ghadessy, M., Roseberry, R. L., & Henry, A. (2001). Small corpus studies and ELT. John Benjamins Publishing Company.
Gray, J. (2002). The global coursebook in ELT. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 151–167). Routledge.
Guan, J., & Zhang, Z. (2024). Discourse analysis of Western mainstream media’s China-related reports from a discourse-historical analysis perspective. International Journal of Recent Research in Interdisciplinary Sciences, 11(4), 47–56.
Hall, S. (1997). Representation: Cultural representations and signifying practices. Sage.
Hashemian, M., & Farhang-Ju, M. (2022). A CDA and CIA of ideology and power relations in the English textbook Got It 1. Journal of New Advances in English Language Teaching and Applied Linguistics, 4(1), 707–724.
He, C., & Abdul Fatah, F. (2024). Cultural content in high school English textbooks in China: Analysis of types, themes, and students’ attitudes. International Journal of Academic Research in Business and Social Sciences, 14(8).
Kachru Kachru, B. B. (1986). The alchemy of English: The spread, functions and models of non-native Englishes. Pergamon.
Kachru, B. B. (1992). The other tongue: English across cultures. University of Illinois Press.
Kanoksilapatham, B. (2005). Rhetorical structure of biochemistry research articles. English for Specific Purposes, 24(3), 269–292.
Kareem, N. (2009). A survey study of the syllabuses of English used in Iraq. Diala Journal, 43, 1–15.
Kramsch, C. (2013). Culture in foreign language teaching. Modern Language Journal, 97(1).
Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design. Routledge.
Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Sage.
Kumaravadivelu, B. (2012). Individual identity, cultural globalization, and teaching English as an international language: The case for an epistemic break. In A. Matsuda (Ed.), Principles and practices for teaching English as an international language (pp. 9–27). Routledge.
Lu, J., Liu, Y., An, L., & Zhang, Y. (2022). The cultural sustainability in English as foreign language textbooks. Frontiers in Psychology, 13, 944381.
Mathi, M. B. (2020). Cultural aspects in English for Iraq, Book 6. Culture, 12(2s), 2539–2550.
Mustafa, R., Khan, F., & Nisar, M. (2021). An analysis of ideological load in English textbooks of middle and secondary levels published by Khyber Pakhtunkhwa Textbook Board, Peshawar. Global Educational Studies Review, 6(VI), 279–291.
Newmark, P. (1988). A textbook of translation. Prentice Hall.
Nuriskia, A., Gani, S. A., & Marhaban, S. (2021). A visual analysis of English textbook Pathway to English 3 used by Indonesian senior high schools. English Education Journal, 12(1), 19–37.
Nushi, M., & Aghaei, A. (2024). Intercultural representation in ELT textbooks: The case of Touchstone series. Mextesol Journal, 48(1), n1.
Pennycook, A. (1994). English in the world/the world in English. In J. W. Tollefson (Ed.), Power and inequality in language education (pp. 34–58). Cambridge University Press.
Phillipson Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.
Qays, S. (2022).
An investigation of culture-specific items in English textbooks taught at Iraqi state-run high schools and private institutes.
Journal of Contemporary Language Research, 1(2), 79–86.
https://doi.org/10.58803/jclr.v1i2.11
Richards, J. C., & Schmidt, R. (2002). Dictionary of language teaching & applied linguistics. Longman.
Roohani, A., & Sharifi, M. (2015). Evaluating visual elements in two EFL textbooks. Indonesian Journal of Applied Linguistics, 4(2), 68–77.
Simons, G. F. (2019). Two centuries of spreading language loss. Proceedings of the Linguistic Society of America, 4(1), 27–1.
Sultana, S. (2019). Language crossing of young adults in Bangladesh. Journal of Multicultural Discourses, 14(4), 352–372.
Suwandani, F., & Hidayati, S. (2025). Conceptual representation of culture in EFL textbook images: A multimodal analysis. Dinamika Ilmu, 25(1), 99–122.
Tahr, A. S., Mohammadzadeh, B., & Singh, U. S. (2023). Speech acts and language function’s representation in EFL high school English textbooks leading towards educational sustainability of northern Iraq. Preprints, 202305.1060.
Tajeddin, Z., & Pakzadian, M. (2020). Representation of inner, outer, and expanding circle varieties and cultures in global ELT textbooks. Asian-Pacific Journal of Second and Foreign Language Education, 5(1).
Ulum, Ö., & Köksal, D. (2019). Ideological and hegemonic practices in global and local EFL textbooks written for Turks and Persians. Acta Educationis Generalis, 9(3), 66–88.
van Dijk, T. A. (1998). Ideology and discourse: A multidisciplinary introduction. Pompeu Fabra University.
van Dijk, T. A. (2006). Discourse and manipulation. Discourse & Society, 17(3), 359–383.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2), 377–389.
حسینی احمدآبادی، ز. س.، و آزاد، م. (۱۴۰۲). تحلیل نگرش معلمهای زبان انگلیسی نسبت به کتابهای درسی زبان انگلیسی در ایران: مورد بازنمایی جنسیتی و تأثیرات آموزشی آن. پژوهشهای آموزش زبان انگلیسی (دوره ۱۳، شماره ۲)، ۳۱۷–۳۳۴.
)