Abstract
In this article, the authors provide an empirically based, social semiotic account of changes in textbook design between 1930 and the present day. They look at the multimodal design of textbooks rather than at image or any other mode in isolation. Their review of 23 textbooks for secondary education in English shows that profound changes have taken place not just in the use of image but equally in writing, typography and layout. Design is no longer exclusively organized by the principles of the organization of writing, but also, and increasingly so, by graphic, visual principles. They explore what these semiotic changes mean for the social organization of design and knowledge production, asking: What is `English', a subject that supposedly concerns itself with the modes of writing and speech? What has changed in the environment that is set up by the textbook makers for teachers and students to engage in?
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