Transforming TESOL in Pakistan: Amplifying Language Learning through Visual Semiotics in ELT Textbooks’ Cover Illustrations

Abstract

The current study is anticipated to unearth the facade of visual semiotics practices in transforming TESOL practices during the analysis of ELT textbooks’ cover pages. Further, it is intended to figure out which visual semiotics constituents are incorporated in the face pages and how these signify to transform TESOL practices in Pakistan. To accomplish the intent of the study, a qualitative method of analysis has been implied. Data is collected from ELT textbooks’ cover pages. Kress and Leeuwen’s (2020) The Grammar of Visual Design has been inferred as a theoretical framework for data extraction. A purposive sampling technique has been derived to extract data from cover pages of grades III, V and VII. The under-view shot is imperative as current TESOL practices in Pakistan are deficient to slot in and stimulate English Language Learners (ELLs) which underlines the necessitate to integrate visual semiotics essentials which are substantiated by assorted studies (Liu, 2020; Akhtar, 2020; Aziz & Rehman, 2021; Nguyen, 2022; Mohamad & Alias, 2022; Rahman, 2023) as effectual to engage and inspire the learners. The findings of the study designate those textual illustrations i.e. title, subtitle, quote and publisher attribute, colour schemes, pertinent typographical blueprint, well-knit layout and cultural coding have donated considerably in interplaying textbooks’ cover pages eye-grabbing in terms of both being effective and engaging.