Textbooks as ‘Neoliberal artifacts’ : a critical study of knowledge-making in ELT industry

This is a sel -a chi ed e sion o an o iginal a icle. This e sion may di e om he o iginal in pagina ion and ypog aphic de ails. Au ho (s): Ti le: Yea : Ve sion: Copy igh : Righ s: Righ s u l: Please ci e he o iginal e sion: CC BY-NC-ND 4.0 h ps://c ea i ecommons.o g/licenses/by-nc-nd/4.0/ Tex books as ‘Neolibe al a i ac s’ : a c i ical s udy o knowledge-making in ELT indus y © 2022 In o ma UK Limi ed, ading as Taylo & F ancis G oup Accep ed e sion (Final d a ) Nizamani, Asma; Shah, Waqa Ali Nizamani, A., & Shah, W. A. (2022). Tex books as ‘Neolibe al a i ac s’ : a c i ical s udy o knowledge-making in ELT indus y. C i ical Discou se S udies, Ea ly online, 1-18. h ps://doi.o g/10.1080/17405904.2022.2160364 2022 1 Tex books as ‘Neolibe al A i ac s’: A C i ical S udy o Knowledge-making in ELT Indus y Abs ac The p esen s udy examined he aces o neolibe al ideology in O-le el English language ex books augh in eli is p i a e schools in Pakis an ha ollow he UK-based in e na ional educa ional sys em adminis a ed by he Uni e si y o Camb idge unde he Gene al Ce i ica e o Educa ion (GCE). Analysis in he s udy was in o med by Fai clough's CDA w i ings. Mo eo e , Bou dieu's iews on neolibe alism we e also conside ed o shed some ligh on neolibe al ideology in he ex books. Findings sugges ha se e al neolibe al hemes we e e iden in he ex books unde sc u iny, including ma ke iza ion, consume ism, b anding, celeb i y cul u e, compe i ion, indi idualism, sel - esponsibili y and sel -en ep eneu ship, mobili y, new ‘O he ing’ s a egy and English as a neolibe al skill. Based on he indings, we a gue ha he global ELT indus y ha p oduces eaching ma e ials, including ex books o he pe iphe y is a majo con ibu o o he neolibe al wo ld o de main ained by he local (poli ical) eli e in he go e nmen (s) e.g., Pakis an in case o he p esen s udy. The ex books p epa e lea ne s o a compe i i e wo ld a he han a wo ld based on coope a ion, mu ual p og ess, and happiness. The s udy hus ques ions such neolibe al hegemony encoded in he ex books and a gues o c i ical examina ion and selec ion o he ma e ials o con ex s whe e English is augh as a o eign language. Keywo ds: Neolibe alism, O-Le els, Tex books, English Language, ELT indus y In oduc ion The use o English as a medium o knowledge ans e in a a ie y o ields, including a , science, echnology, and business, has con ibu ed o i s signi ican s a us h oughou he wo ld. As a esul , he need o English ins uc ion and lea ning has g own o e ime. In ac , he e a e cu en ly many EFL ex books as well as a wide ange o eaching ma e ials a ailable wo ldwide aimed a sa is ying he di e se needs o he global EFL communi y. Howe e , he ex books published bo h locally and globally a e no de oid o ideological agendas. In his ein, he ex books p oduced in he English-speaking wo ld o di e se uses, including he o mal educa ional con ex s, such as O-le el adminis e ed by he uni e si y o Camb idge unde Gene al Ce i ica e o Educa ion (GCE) a e no neu al objec s. Ins ead, hey impa ce ain alues and ideologies o hei use s. Acco ding o Apple (2006), i is nai e o assume ha class oom knowledge is impa ial. In CDA esea ch, ' ex s' a e belie ed o ha e an ideological e ec (see Fai clough, 2001; Wodak & Meye , 2001; Fowle e al., 1979). Based on he ideological e ec s o he ex books, some language schola s ha e es ablished how discou ses in he ex books cons uc social iden i ies (Wodak e al., 2009; Young, 2003; Gao, 2021). A g owing body o esea ch on ex books and ELT shows how ex books, speci ically global ELT ma e ials, end o p omo e neolibe al ideology ( o example, Chun, 2009; G ay, 2012, Copley, 2018, Babaii and Sheikhi, 2018). A majo i y o ex book s udies in Pakis an ha e ocused on s a e-sponso ed ex books examining discou ses o na ionalism, eligion, and mili a ism (Rahman, 2002; Aziz, 2010; Qazi, 2020). In a ew ecen s udies, howe e , neolibe al wo king h ough ELT has been un a eled (see Manan, 2021; Au ho (s), o hcoming). The s udy by Manan, using he neolibe al go e nmen ali y as a concep ual 2 amewo k, examined eache s and s uden s in as -g owing English language academies in Pakis an, whe eas Au ho (s)., ( o hcoming) explo ed he neolibe al wo kings o US- unded global English language aining p og ams. Ye i emains unclea how his neolibe al ideology mani es s i sel in Pakis an's eli is p i a e schools, which ollow he O-le el Camb idge sys em unlike he go e nmen schools ha ha e hei local examina ion boa ds in each p o ince o he coun y. Choosing O-le el English language ex books was based on he ac ha eli is p i a e schools wi h O-le el Camb idge sys em p oduces a class o people wi h a wes e n cul u al ou look (see Rahman, 2002) as well as occupying space in he global ma ke place. This is why O-le el educa ion in Pakis an ocuses on p epa ing s uden s o s udy ab oad, such as in English- speaking coun ies, wi h he goal o ei he se ling o e seas o assuming p i ileged posi ions back a home. This s udy ills he gap wi h a signi ican con ibu ion o he schola ly li e a u e on neolibe al ideology being p omo ed in he global ELT indus y which is a ecen phenomenon (see Block, G ay & Holbo ow, 2012). The cu en s udy d aws on Fai clough's CDA w i ings (see Fai clough, 2001, 2010, 2014, 2015). As an analysis ool, CDA aims o expose powe ideologies pe mea ing socie y and con ibu ing o unequal powe ela ions (Fai clough, 2010). Language is used o gene a e and dissemina e neolibe al ideology (Fai clough, 2002). As a p oblem-d i en app oach, CDA seeks o p o ide solu ions o socie al ills om a discu si e pe spec i e (Fai clough, 2010). Fu he , Bou dieu's (1995) elabo a e iew on neolibe alism is used o explain neolibe alism's key p inciples: indi idualism, compe i i eness, and an i-collec i is app oach wi h he ma ke as i s cen e . The ollowing sec ions explain neolibe alism as a heo y ollowed by neolibe al ideology and i s basic ene s as adop ed in ou s udy. Then, we discuss ou me hodology, p esen ou esul s, and conclude wi h sugges ions and implica ions o global con ex s. Neolibe alism Da id Ha ey explains ha neolibe alism is an economic heo y ha belie es indi iduals can achie e g ea e success by exe cising en ep eneu ial libe ies and skills wi hin an ins i u ional amewo k ea u ing ee ma ke s, ee ade, and p i a e p ope y igh s (Ha ey, 2005, p. 2). Acco ding o Holbo ow (2015), he o igin o neolibe al p ac ices can be aced back o a small g oup o ad oca es in he 1940s, who we e inspi ed by he Aus ian poli ical and economic philosophe , F ied ich on Hayek. They sha ed a ondness o he laissez- ai e en ep eneu ship o he nine een h cen u y, which hey belie ed had been des oyed unde Nazism and communism. These ideas eme ged du ing he 1970s economic c isis. In esponse o Ma ga e Tha che 's indi idualis ic poli ics and Raegan's use o he In e na ional Mone a y Fund (IMF) o p o ide aid and deb o he global sou h unde condi ions o implemen ing neolibe alism, his economic p ac ice sp ead a ound he wo ld (Holbo ow, 2015). Neolibe alism eme ged as a esponse o s agnan economic condi ions in he 1970s in he ace o labo and social challenges aced by capi alism (Cox and Nilsen, 2014). Copley (2018) a gues ha neolibe alism was he answe o an economy in ouble. Al hough Jalalian and Rahim (2021) con end ha neolibe alism is di icul o de ine, schola s, howe e , ag ee ha i is a new phase in capi alism ha iews socio-economic and cul u al aspec s o human li e h ough he lens o ma ke and inancial bene i s (e.g., T eano 2005, Ha ey 2005). A neolibe al a ionali y, acco ding o Xiong e al. (2018), is hegemonic, in which ma ke s a e he only means o o ganizing social and economic li e. Neolibe alism, hey explain, di e s om classical libe alism in ha he s a e uses i s machine y o legi imize and gua an ee he ma ke 's scope. In Holbo ow's (2012) iew, neolibe al p inciples ha e become ing ained in public and p i a e li e o he poin whe e i is impossible o imagine li e wi hou hem. 3 Depending on i s in e ac ion wi h colonialism, impe ialism, and globaliza ion, neolibe alism akes on di e en o ms (Fai clough, 2002; Ha ey, 2005). Neolibe alism iews he wo ld as a ' as supe ma ke ' wi h ci izens as 'cus ome s' (Apple, 2012). Each indi idual in such a wo ld is engaged in a ma ke ansac ion, compe ing wi h each o he in e e y sphe e o li e (T eano , 2005). As he co ne s one o neolibe alism is he ma ke (Babaii and Sheikhi, 2018, p. 250), se e al o he ac o s ha e eme ged om i . Among hem a e p i a iza ion o public asse s, such as educa ion, and c ea ion o dominan alues, such as accumula ion o capi al, indi idualism, consume ism, and compe i ion (Ha ey, 2005). Gi oux (2005) a gues ha in neolibe alism, ei he e e y hing is o sale, o i is loo ed o p o i . Holbo ow (2012, p. 15) desc ibes neolibe alism as 1) an economic heo y; 2) a new ype o capi alism; 3) a discou se and 4) an ideology. We e e o "neolibe alism" as an 'ideology' in ou s udy. Neolibe alism as an ‘Ideology’ In addi ion o being an economic heo y, neolibe alism is an ideology ha encompasses all aspec s o human li e, including social, cul u al, and poli ical issues. In his s udy, Bou dieu's elabo a e posi ion on neolibe alism is used as an ideology. Holbo ow (2015) asse s ha Bou dieu (1998) was he i s sociologis o see neolibe alism as a cohe en ideology, and o see how i wo ked h ough language. In his iew, neolibe alism en ails he des uc ion o collec i es in a o o a ee-ma ke logic. In Bou dieu's iew (1998), p oponen s o ee ma ke s p esen ed ma ke logic as a ime- es ed scien i ic heo y ha could no be con es ed. In hei iew, he ma ke was compe i i e, lexible, and indi idualis ic and ee o opposi ion. Bou dieu (2000) elabo a es ha ma ke logic is imposed upon socie y h ough 's ong discou se' which claims he necessi y o ma ke logic. Acco ding o Chomsky (1999), neolibe al ideas encompass US and in e na ional inancial ins i u ions' designs ha libe alize ade and p i a ize s a e asse s. In Neolibe alism, class-based iden i ies a e eplaced wi h a g oup o people compe ing o hei own in e es s. As Holbo ow (2012, p. 29) a gues, neolibe alism mis ep esen s eali y because i is p omo ed by he dominan class in o de o p ese e i s economic in e es s. Thus, i p esen s dis o ed e sions o eali y as uni e sal u hs. Neolibe al ideology ope a es a wo le els: ins i u ional and indi idual (see Esposi o and Pe ez, 2014). A he ins i u ional le el, policy is designed o achie e ee mo emen o capi al h ough ade, comme ce, p oduc ion, and echnology ans e ; howe e , a he indi idual le el, indi iduals adap o ma ke demand. This is why neolibe alism is mo e han a mac oeconomic policy. This means e e yone accep s he sup emacy o he ma ke , e en a wo k and in social li e (Copley, 2018, p. 3). Acco ding o Fishe (2009), capi al ollows people e en while hey a e d eaming and has he e o e engul ed he social, poli ical, and economic sphe es. Cons i uen Cha ac e is ics o Neolibe al Ideology Neolibe al ideology in a ex o discou se can be be e unde s ood by examining i s a ious cha ac e is ics. Copley (2018, p. 5) iden i ied consump ion, ma ke neu ali y in social ela ions, and indi idualism es ic ed o sel -in e es as key cha ac e is ics o neolibe alism. Becke (1983) a gues ha linguis ic ins umen alism and human capi al ha e eplaced he discou se o collec i ism. The goal o communica ion in such a scena io is o maximize sel - in e es (Be ns ein e al., 2015). The neolibe al ideology p omo es p i a iza ion (Bo i, 2021, p. 10) and mobili y o goods and se ices (Ha ey, 2005) and p epa es en ep eneu s o ma ke 4 hei own skills (Da do & La al 2013). Neolibe alism encompasses compe i ion, indi idualism, consume ism, and pe sonal loss/gain (Esposi o and Pe ez, 2014), oge he wi h b anding (Babaii e al., 2018). B anding in ol es commanding a en ion o gain conside a ion in he ma ke place. A pe asi e ea u e o Neolibe alism is he b anding o people, places, ins i u ions, and languages (e.g., see Lu y, 2004; Ri ze , 2007). As Lu y (2004, p.4) no es ‘ he b and media es he supply and demand o p oduc s’ in he cu en economy. In a neolibe al discou se, p i a iza ion, mobili y, en ep eneu ship compe i ion, consume ism and b anding o p oduc s and se ices a e p ominen hemes. 'Celeb i y cul u e' is also a he co e o neolibe al ideology (G ay, 2012; Mendick e al., 2018). Celeb i ies in neolibe alism a e used o p omo e success s o ies based on pe sonal ha d wo k and sel -made con en and ha e hei in luence on public consciousness (Rojek, 2001, ci ed in G ay, 2012). Mendick e al., (2018, p.4) a gue ha he go e nmen s cons uc aspi a ion na ions h ough policies by es ablishing dominan no ions o success and happiness while o e looking he ange o hopes ha he young people hold in di e en local con ex s. Ano he impo an ea u e o he neolibe al mo emen is i s endo semen o cosmopoli anism and selec i e mul icul u alism (Babaii e al., 2018, pp. 250-251). The neolibe al iew o educa ion has p omo ed indi idualism and compe i ion a he han coope a i e e hics (Block e al., 2012, p. 6). Neolibe alism p omo es an indi idual esponsibili y sys em in which people dese e wha hey ge , and hose whose choices a e w ong bea ha sh consequences (Be ns ein e al., 2015, p. 4). Thus, he neolibe al ideology e eals i sel ia he p esence o celeb i ies as success ul en ep eneu s, and biased and selec i e mul icul u alism. Compe i ion p e ails o e coope a ion wi h each indi idual being old ha he o she is esponsible o hei own success o ailu e wi hou acknowledging s uc u al bo lenecks. We will ea neolibe alism as an ideology in ex books unde analysis in he p esen s udy by conside ing he basic concep ions o neolibe alism as an ideology wi h a speci ic ocus on Bou dieu’s posi ion on neolibe al ideology oge he wi h Fai clough’s w i ings on CDA and neolibe alism. Neolibe al Ideology in English Language Tex books Acco ding o G ay and Block (2014), mode n ELT ex books ein o ce Neolibe al ideologies. In ELT cou sebooks, social ela ions a e depic ed as socially cons uc ed and he dominance o ce ain social g oups is gi en legi imacy. Acco ding o G ay (2012), language cou sebooks p omo e a neolibe al ideology ha links success wi h consume ism and English language lea ning. A s udy by Chun (2009) e alua ed an In ensi e English P og am (IEP) ha inco po a es English o Academic Pu poses (EAP). Using a mul imodal analysis o he websi e and ex book o he uni e si y p og am, he ound ha b ochu es on he websi e ma ke ed a high-end li es yle o s uden s. S uden s a e ea ed as consume s and pu chase s by ancy ad e isemen s. In addi ion, communica ion skills and emo ional in elligence ha e been emphasized in he ex books (Holbo ow, 2007) along wi h ca ing capi alism as he main heme. Based on in e iews wi h senio ELT publishe s and an analysis o guidelines o au ho s o ELT ex books, G ay (2010) concluded ha he ex book's con en was no acciden al. He epo ed ha eache s also iden i ied ideological elemen s in global cou sebook con en s and ound he celeb a ion o philan h opic capi alis s as p oblema ic. In ano he s udy, John G ay shows how ELT cou sebooks ep esen celeb i ies as a pa o he neolibe al wo ld iew. He a gues ha en ep eneu s and sel -made indi iduals began o be iewed as ideals in ELT books (G ay, 2012, p. 103). 5 Simila ly, Copley (2018) analyzed ELT cou sebooks o he pas 40 yea s o see wha changes we e made wi h he ad en o Neolibe alism. The s udy ound ha ELT cou sebooks ha e unde gone p o ound changes in ecen yea s. In con as o ea lie books ha emphasized eamwo k, he newe ones in luenced by neolibe alism emphasize indi iduali y. In ex book p oduc ion, he sociocul u al and poli ical con ex in luences he con en (Apple, 1993), and some alues and belie s ha a e p omo ed may be alien o lea ne s om o he cul u es (Cu d - Ch is iansen, 2017). In ex books, language use is usually ou inized and gea ed owa d s e eo yped cul u al se ings (Be ns ein, 2015, p. 7). Babaii e al. (2018) analyzed ELT ma e ials in I anian p i a e schools using Fai clough's CDA model. They ound se e al hemes popula ized in ex books, including compe i i eness and consume ism, ma ke abili y, indi idual p oduc i i y, b anding and non-c i ical mul icul u alism. Bo i (2021) s udied wo English cou ses a Se bia's p i a e language school o unemployed s uden s. S uden s' belie s and ac ions ega ding he ole o English and he use o global English ex books o e local ex books e ealed hea y in luence o ex e nal socioeconomic and poli ical ac o s caused by neolibe alism. The P esen S udy The p esen a icle is pa o a la ge s udy a Meh an Uni e si y o Enginee ing and Technology, Jamsho o Pakis an. The da a was collec ed om Ox o d Uni e si y P ess (OUP) O-le el English ex books used in eli e schools in Sindh p o ince. Each Ox o d P og essi e English (OPE) book con ains en uni s. G ade-9 OPE consis s o hi y-se en ex s, while g ade-10 OPE include o y-one ex s. Among he ex s a e news epo s, jou nals, ic ion, au obiog aphies, poe y, and so on. Mo eo e , each ex book ends wi h an examina ion p ac ice sec ion. Fo his s udy, all ex s excluding poems we e analyzed. Choosing eli is p i a e schools was based on he ac ha hey ollow a UK-based Camb idge Sys em and each Ox o d P og essi e English as pa o he English compulso y cou se as opposed o go e nmen schools and colleges ha ollow na ional cu iculum and ex books de eloped by local ex book boa ds in each p o ince o he coun y. Tex book G ade Au ho Edi ion Ox o d P og essi e English (OPE) 9 Rachel Red o d 3 d, 2016 Ox o d P og essi e English (OPE) 10 Rachel Red o d 3 d, 2016 Table 1 In o ma ion abou ex books The S udy Objec i e ▪ To examine he p esence o neolibe al ideology in O-le el English Language Tex books and he ole o language in p omo ing i Con ex o he S udy Pakis an as a pos colonial coun y is he con ex o he p esen s udy. English language eaching in he coun y is di ided be ween p i a e and public sys ems, each wi h i s own ideological and pedagogical o ien a ion. Eli e English medium schools, o ins ance, each English o a speci ic class o s uden s o ins ill wes e n alues (Rahman, 2002; Shah and Pa han, 2016). In con as , p i a e non-eli e English medium and s a e-manda ed educa ion sys ems ha e been a gued o ans o m lea ne s' subjec i i y and iden i y in o na ional subjec s (Nayya & Saleem, 2005; Rahman, 2010; Qazi, 2020). The coun y is di ided in o ou majo p o inces, namely Sindh, Punjab, Baluchis an and Khybe Pakh unkhwa. The p esen s udy has selec ed he English 6 language ex books which a e augh in eli is p i a e schools o Pakis an ha ollow O’ le el Camb idge Sys em as discussed below. O’ Le els Educa ion Sys em in Pakis an UK-based O-le el educa ion sys em is ecognized wo ldwide, including in Pakis an. In Pakis an, i is equi alen o ma icula ion. The exam is adminis e ed by he Uni e si y o Camb idge unde he Gene al Ce i ica e o Educa ion (GCE). The O-le els in Pakis an a e di ided in o wo yea s, called O-1 and O-2. Howe e , some schools include h ee yea s o gi e s uden s a p e-O le el backg ound. In some cases, s uden s may be able o comple e hei O- le els in one yea i hey op o ake all eigh pape s ins ead o spli ing hem in o h ee subjec s in he i s yea and i e subjec s in he second yea . Among hese pape s, English is a compulso y subjec . One o he majo easons o selec ing GCE O-le els o e Pakis ani ma icula ion boa ds is he ecogni ion o he o me as he s anda d o applying o uni e si ies ab oad. S uden s seeking admission o unde g adua e p og ams in a o eign coun y, especially he Uni ed Kingdom, o en seek GCE quali ica ions. In e na ional educa ionis s design i s cu iculum o mee he mode n educa ional needs o s uden s in o de o compe e in he con empo a y wo ld. O-le el cou ses a e mos ly chosen by uppe -class and uppe middle-class s uden s in Pakis an due o hei highe ees. In o de o ake O-le el exams, s uden s do no necessa ily need o be en olled in a school; he e o e, p i a e candida es a e only equi ed o pay he exam ees. Due o his, s uden s p ima ily ecei e p i a e ui ions ins ead o school ins uc ion du ing O-le els in Pakis an. Howe e , s uden s s ill a end school o socialize wi h hei pee s. Tu o ing O-le el subjec s is also a highly luc a i e business since ees ange be ween PKR 15000 and PKR 50,000. Exams a e held wice a yea , in May/June and Oc obe /No embe . S uden s may appea in May o Oc obe , bu mos schools p e e s uden s o ake exams in May. I candida es ail he exam he i s ime, hey may eappea in he same yea o a second a emp . Exams a e conduc ed by Camb idge In e na ional Examina ions (CIE) in Pakis an. The CIE g ades O-le els on a six- poin scale om A o E whe e A s ands o he highes and E shows he lowes poin . Acco ding o he Pakis an Exams & Re und Policy Manual 2021-2022 published by B i ish Council, ees a y be ween PKR 15,750 and PKR 25,000 o each subjec . Hence, O-le els a e almos impossible o middle- and lowe -class s uden s o choose o e ma icula ion. Me hod o Analysis We iden i ied neolibe al ideology deduc i ely using hemes om li e a u e ha helped us ace ins ances in he selec ed sample o ex books which we e analyzed wi h he help o Fai clough’s w i ings. Fai clough (2010) a gues ha CDA as an analysis me hod is designed o expose he ideology o powe ha has become na u alized in socie y and has esul ed in unequal powe ela ions. He con ends ha neolibe al ideology is gene a ed h ough discou se and sp ead h ough language (Fai clough, 2002). In his CDA w i ings, discou se and socie y a e dialec ically connec ed, which means hey in luence each o he . Fai clough (2010, 2014) o e s a heo e ical and me hodological lens o examine he semio ic cha ac e is ics o neolibe al ideology. A CDA, hus, in es iga es how discou se p oduces ideological dominance, acism, sexism, economic dispa i y, and bias in he a o o economic p i ilege. In he p esen s udy, we ha e d awn on Fai clough’s (2001, 2015) h ee-dimensional model (see Fig 1) o analyze he ex books in e ms o acing neolibe al ideological ins ances. 7 Fig 1 Fai clough’s h ee-dimensional amewo k Th ough Fai clough's h ee-dimensional model, we seek o decons uc he exploi a i e powe ela ions media ed by language. The analysis o he ex is done a h ee le els: desc ip ion, in e p e a ion, and he explana ion. The i s s age equi es he analysis o wo d choices, g amma , and s uc u e o ex ha a e ideologically de e mined (Fai clough, 2001). The second s age deals wi h he p agma ic p ocesses, commonsense assump ions, backg ound knowledge in ol ing he ex and he ex p oduce . The explana ion akes in o accoun he la ge socio-poli ical in e en ions in ol ed in ex p oduc ion (see Fai clough, 2001, 2015). A de ailed desc ip ion o how he model was used can be ound in ou analysis. As he h ee- dimensional model is a e y de ailed amewo k, we ha e no used all ca ego ies in he cu en s udy. As a esul , we ha e chosen ca ego ies ha a e app op ia e o ou da a. Fo example, expe ien ial, exp essi e and ela ional alues o he o mal ea u es o he language a e combined wi h he p agma ic p ocesses e.g., con ex , p esupposi ion, ame, sc ip , opic e c. and la ge socio-poli ical aspec s o he social o de unde pinned by neolibe al ideology. As Fai clough (2001) poin ed ou , he me hod is no a holy w i ; i s use is de e mined by he da a and ques ions ha guide he s udy. Resul s and Discussion The indings o he cu en s udy a e p esen ed in he o m o hemes ha ha e eme ged om ou analysis o he da a. The able 2 and 3 show he pe cen age o each heme collec ed based on he o al exce p s ound in he selec ed ex books e lec i ely ollowed by he de ailed discussion o he hemes in he ligh o Fai clough’s CDA w i ings and exis ing li e a u e on neolibe al ideology in he ex books. Table 2 Ox o d P og essi e English (OPE-9) hemes Table 3 Ox o d P og essi e English (OPE-10) hemes Ma ke iza ion/B anding/Consume ism The ma ke is a he hea o neolibe al ideology. In a ma ke -d i en discou se, consume ism is na u ally ele a ed abo e o he social ideals (Babaii and Sheikhi 2018, p. 261). I is h ough his ma ke logic ha e e y hing wo h making a p o i is ans o med in o a b and o be consumed ega dless o i s necessi y and ue alue o people (Fai clough, 2005). In neolibe al e a, he public has e ol ed om being ‘ac i e ci izens’ o being ‘passi e sel -in e es consume s.’ In Exce p s (1), (2), & (3), we ha e iden i ied ins ances o ma ke -d i en discou se, b anding, and consume ism ex ac ed om he selec ed English language ex books o he pu pose o ou analysis. 1. Wi h ad ance sales o 350,000 on Amazon UK and deli e y planned o 500,000 copies UK-wide, ma ke ing hype had o ecas ha HP6 would be he Books Sensa ion o All Time. OPE-9, p.21 2. Ha y Po e me chandise e e s o all he hings o be bough in he shops which a e a spin-o , o connec ed wi h, Ha y Po e books, such as oys, games, clo hes, ucksacks and so on. Such me chandise ne s o gains eno mous sums o money o books, such as he Ha y Po e ones. OPE-9, p.23 3. In wha way can Ha y Po e be conside ed simila o he wo ld- amous ood chain, McDonald's? OPE-9, p.23 8 The h ee exce p s e e o he wo ld- amous 'Ha y Po e ' book se ies. This se ies is alued in pu e ma ke e ms in exce p 1. As such, he ex p oduce ei e a es ha Ha y Po e 's se ies is he bes -selling book o all ime. Bou dieu (1998) conside s his as incon es able ma ke logic. Book ma ke ing in neolibe alism ex ends beyond selling copies u he ing he concep o ‘b anding’ wi h o he ma e ials o be sold in conjunc ion wi h books (see Fai clough, 2005, o b anding in neolibe alism). Exce p 2 illus a es his ma ke a ionali y. B anding and consume ism a e di ec esul s o book ma ke ing. Acco ding o Fai clough (2002), ex p oduce s can ein o ce hei s ance by ewo ding, o e wo ding, and u ilizing synonyms. The same echnique is used he e o highligh simila p oduc s and hei esul s. A wo d like 'eno mous' shows he ex 's e alua ion o eali y, wha Fai clough calls 'exp essi e alue' a ached o o mal language ea u es (Fai clough, 2015, p. 135). I builds an imp ession abou a ce ain amoun o money o make an imp ession on eade s. The money-making a gumen in ex (2) is amed wi hin he con ex o ma ke logic, in which books a e alued acco ding o how much money hey make. Babaii & Sheikhi (2018) con end ha any hing ela ed o mone a y gain and employmen is aluable in a ma ke -d i en socie y. As a esul o ma ke iza ion, Mumby (2016) no es ha some (b anded) commodi ies become amous labels. A consume 's de o ion o a b and is seen as a na u al emo ion. As Gau hie e al., (2013, p. 11) con end p i a iza ion policies and de egula ion o public space, media, and ins i u ions ha e esul ed in b ands being p esen e e ywhe e, including in schools, museums, and o he public places. In his ein, ex books con ibu e signi ican ly o his "no malizing" p ocess in he ELT sec o . As shown in exce p 3, he Ha y Po e book se ies is compa ed o one o he bigges ood chain b ands. The sen ence mode is 'in e oga i e'. This esul s in he in e p e e 's esponse as simply elabo a ing he ex p oduce 's expe ien ial alue (Fai clough, 2015, p. 150). I is p esupposed ha he in e p e e is amilia wi h he la ge wes e n ood-chain MacDonalds, so she can easily compa e i o Ha y Po e (see Fai clough, 2015, p.164, o p esupposi ion). MacDonalds and Ha y Po e a e ied oge he o ein o ce hei alue in neolibe al ma ke . Likewise, neolibe alism alues e en pe s o hei inancial bene i s. Holmes is he name o he animal in Exce p 4. The bu alo owne speaks o his animal pu pose ully, eliding human agency (Fai clough, 2015, p.140) o he a e o hese animals o be exploi ed o p o i . This ex enac s a ela ion o he animal in he neolibe al ma ke business by o e emphasizing he use o e ms like 's a ' and 'bu alo mea business' ul ima ely leading o i s consump ion. 4. Bu Holmes will ne e end up as bison bu ge s. He’s go his u u e mapped ou . He’s become a s a in he bu alo mea business OPE-9, p.54 Exce p 5 blow discusses one o he main ac ics o neolibe alism, namely he di ision o people in o winne s and lose s based on ‘skills.’ 5. The op 1 pe cen o a coun y's popula ion can oday cap u e 18 pe cen , o e en mo e, o he na ional income. This is he Winne Take All economy whe e small di e ences in skills can mean la ge di e ences in e u ns. I has become possible because echnology has inc eased he size o he ma ke ha can be se ed by a single pe son o i m. OPE -9, p.26 The ex employs ‘can’ as an exp essi e modali y (Fai clough, 2015, p. 144) showing how he w i e is o e ing one in e p e a ion o eali y wi h almos au ho i y o e he u h by es ablishing a ela ion be ween na ional income and ‘skills’ ha bes sui o he neolibe al o ces, e.g., echnology. In he w i e 's iew, skills u n indi iduals in o asse s h ough which hey can own mo e han anyone else. In e ex ually, hese 'skills' a e linked o echnology and he ma ke , indica ing ha hey ela e o he use o echnology o enhance ma ke abili y. 15 Fai clough, N. (2010). C i ical discou se analysis: he c i ical s udy o language / No man Fai clough. 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