This study explores textual transformations in the bilingual adaptation of Cambridge English Readers by a Chinese publisher, using social semiotic multimodal discourse theory. It evaluates the pedagogical potential of the bilingual edition and reveals how the original and adapted versions reflect different cultures of learning. The analysis shows that while the original serves as extensive reading material, the bilingual edition incorporates features of intensive reading, potentially impacting fluent reading but enhancing classroom suitability and aligning with examination preparation needs.
Publisher
HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS
Published On
Apr 23, 2024
Authors
Kunkun Zhang
Tags
bilingual adaptation
Cambridge English Readers
social semiotics
pedagogical potential
cultures of learning
extensive reading
intensive reading
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