An Analysis of Representational Meaning in Grade 1 Moral Education Textbooks from the Perspective of Kress and Van Leeuwen’s Visual Grammar.

Abstract

This article applies the theory of Visual Grammar developed by Kress & Van Leeuwen to analyze images in grade 1 Moral Education textbooks in Vietnam, from the perspective of Systemic Functional Grammar (SFG). Accordingly, the paper consists of three main sections: 1/ the theoretical framework; 2/ an analysis of images expressing narrative representation in grade 1 Moral Education textbooks based on  Visual Grammar; and 3/ remarks and recommendations on designing and utilizing images in teaching grade 1 moral education textbooks. The findings of the article contribute to suggesting a new approach to teaching Moral Education at the primary level, while also offering practical insights for the design of visuals in textbooks.