Materials adaptation is crucial in language teaching. While teacher adaptation and textbook localization have been studied, the cross-cultural adaptation of extensive reading materials like graded readers remains under-researched. This study addresses this gap by analyzing the textual transformations involved in the bilingual adaptation of Cambridge English Readers in China. The primary objective is to evaluate the "contextual suitability" of the bilingual edition and its impact on English language learning and teaching. A social semiotic multimodal discourse analysis approach will be employed, considering written language, illustrations, and layout to understand the sociocultural dimensions of the adaptation and its pedagogical potential. The study aims to answer: (1) What textual transformations occur? (2) How do these changes shape learners' use? (3) Do the editions reflect different cultures of learning? The findings suggest that the bilingual edition, while originating from extensive reading materials, incorporates features that make it more suitable for intensive classroom use and examination preparation, potentially hindering fluent reading for pleasure.

The study grounds itself in the extensive literature on extensive reading, highlighting its effectiveness in language acquisition through enjoyment and incidental learning. Key features of extensive reading—reading large quantities of texts, self-selection, focus on meaning, and reading for pleasure—are reviewed. The study also contextualizes itself within the existing research on materials adaptation, noting the focus on textbook adaptation and classroom settings, with limited work on the localization of extensive reading materials. Prior research on localized coursebooks is referenced, emphasizing aspects like contextualization, linguistic contrasts, intercultural reflection, and facilitation of learner autonomy. The study contrasts textbook adaptation with the unique aspects of extensive reading materials, including their primarily leisure-focused nature, weaker curriculum ties, and minimal exercises.

This study employs a qualitative, in-depth discursive analysis of existing texts. The data consists of the Starter level (11 books) of the Cambridge English Readers and their bilingual editions published by Beijing Language and Culture University Press in China. Cambridge English Readers were chosen for their representativeness of international extensive reading materials and innovative features aligning with extensive reading principles. The analysis follows Kress' twofold method: analyzing multimodal design and evaluating pedagogical and cultural effects. The study doesn't use pre-defined categories for semiotic resources but qualitatively analyzes textual changes. The theoretical framework is social semiotic multimodal discourse theory, which emphasizes the multimodal nature of communication and its relationship to sociocultural contexts. The analysis considers ideational, interpersonal, and textual meanings, as well as intersemiotic relationships between words, images, and layout. The concept of resemiotization is also used to understand meaning shifts during adaptation. The study integrates social semiotic principles with considerations of cultural and commercial aspects of language learning materials, viewing them as both semiotic and cultural artifacts. Specific semiotic discourse theories are also employed for targeted analyses; for example, Martin and Rose's narrative structure theory is used for the back cover synopses, and van Leeuwen's concept of legitimation analyzes the author and translator biographies.

The analysis reveals significant textual transformations in the bilingual edition: the addition of Chinese translation, cultural notes, before-reading questions, after-reading activities, word and phrase lists, and exercises. The before-reading questions, frequently linked to paratexts (cover, illustrations, audio recordings), aim to motivate readers and stimulate engagement. However, their intersemiotic relations are often simplistic. The after-reading activities focus on comprehension, writing about the stories, and language skills, contradicting extensive reading principles by turning the books into de facto intensive reading materials. The "Learning guide" section includes vocabulary lists, phrases, exercises, and cultural notes, further emphasizing explicit language learning and deviating from the extensive reading focus on meaning. The layout, however, mitigates this to some extent by separating the "Learning guide" from the main text. The Chinese translation is presented separately, providing learners with choices to engage but potentially limiting immersion in English. The blurbs on the back and inside front covers employ promotional strategies: narrative synopses to pique interest, teacher endorsements to highlight suitability and enjoyment, and author/translator biographies to establish authority and legitimacy, reflecting the commercial aspect and emphasis on examination success in the Chinese context.

The findings indicate a shift from extensive to intensive reading characteristics in the bilingual edition. This shift, while potentially hindering fluent reading and enjoyment, enhances classroom usability and aligns with examination preparation needs prevalent in China. The study contrasts this finding with teacher preferences (Arnold and Rixon, 2008) and existing research (Claridge, 2019), highlighting the tension between extensive and intensive reading approaches. The multimodal paratextuality, however, offers potential for multiliteracies pedagogy. The added elements reflect the Chinese culture of learning, prioritizing explicit language learning and examination success. The commercial aspect is evident in the blurbs, which leverage teacher endorsements and examination-focused narratives as marketing strategies. The study emphasizes the importance of considering both content and multimodal organization when designing and adapting materials for extensive reading.

The study reveals that the bilingual adaptation of Cambridge English Readers transforms them from primarily extensive reading materials into resources more aligned with intensive classroom use and examination preparation in the Chinese context. The addition of various exercises and language-focused elements, while potentially detracting from pure reading enjoyment, enhances their classroom applicability and aligns with cultural values emphasizing examination success. The study highlights the need for a nuanced approach to materials adaptation, considering both content and multimodal organization to optimize their pedagogical effectiveness within specific cultural contexts. Future research should investigate teacher and learner perspectives on bilingual adaptations.

This study focuses solely on textual analysis of the bilingual adaptation. It does not include data from teachers or learners on their use and perceptions of the materials. Further research incorporating learner and teacher perspectives would enrich the findings. The study focuses on one set of graded readers and one cultural context. While findings may be generalizable to similar adaptations, broader investigations are needed.