Abstract
Cultures convey their expectations of achieving their social beliefs and values through language teaching to the community and one of its clear consequences is imprinting. Educational centers' responsibility is not only limited to the subject of education and it includes an important part of their cultural influence. Consequently, this investigation analyses a case study of social variables' representation in Pictures of English Language Textbooks at Ministry of Education, based on Halliday's (1960) functional linguistics, and in particular Kress & Van Leeuwen's (2006) semiotic pattern. This paper focuses on the following questions: 1- How is discourse representated in images related to "recreational activities"? 2- How is "gender" shown in pictures of these books? The basic goal of this study is to investigate the social and cultural functions of language and explain how discourse is represented through descriptive-analytic method by examining the images of language teaching books. The results show that these English language education textbooks don't have a predominant gender approach to male or female and selection of recreational activities was without the orientation of the culture of source or target language; actually the illustrator hasn't paid any special attention to his(her) own or the other language.
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