Abstract
Situated in an increasingly hostile political climate toward traditionally marginalized individuals, including those with Latinx identity, our study uses systemic functional linguistics to examine language choices authors make in regards to conflict and contention between Latinxs and the United States across three different 11th-grade U.S. history textbooks. Our study reveals how the language choices authors make portray Latinx people, communities, and nation-states in passive and subservient roles while representing the United States as a domineering and influential power. We offer implications for how preservice and in-service teachers can support their students to engage in critical readings of textbooks using systemic functional linguistics to resist narratives of dominance.
