Vietnamese Grade 5 Textbook from a Multimodal Discourse Analysis Perspective: An Examination of the Two-Volume Cánh Diều Series

Abstract

Abstract

This study analyzes the Grade 5 Vietnamese Language Textbook (Cánh Diều Series) using Multimodal Discourse Analysis to examine how linguistic and visual modes are integrated to construct meaning. Drawing on Kress and van Leeuwen’s Visual Grammar, the analysis shows that written text functions as the central mode, while images, colors, layout, and icons provide cognitive scaffolding and guide learners’ engagement.

The textbook’s multimodal design enhances multichannel reading comprehension and supports the cognitive and affective needs of primary learners. The study highlights the pedagogical value of multimodal resources and recommends greater use of visual elements by teachers, as well as improved text–image balance in textbook design.

Keywords: discourse; multimodality; Grade 5 Vietnamese Language Textbook (Cánh Diều Series); Visual Grammar; meaning-making.