The present study identifies and maps the reflexive praxis of two experienced English as a foreign language (EFL) instructors as they reconstruct and negotiate textbook material in situ. An abundance of critical studies underscoring social injustices in the contents of globally published EFL textbooks do not sufficiently address the negotiation of their multimodal discourses during class time. Although reflexive teaching practice in language learning classrooms has a robust pool of research, limited scholarly attention has been given to the active negotiation of a textbook’s multimodal discourse in Korean university classrooms. The present study asks: (1) How do two instructors at different Korean universities negotiate the contents of an EFL textbook with their students during class? (2) How do the students react to the multimodal discourse negotiated in their textbooks? (3) What pedagogical implications do the findings lend to EFL textbook instruction in Korean university contexts? Using Norris’ (2004) framework for video transcription of multimodal interaction in two Korean university English communication classes, the findings reveal that reflexive negotiation between students and instructors is a kind of rhetorical accomplishment that lessens the potential for cultural marginalization in the multimodal discourse of EFL textbooks. Implications suggest that textbook reflexivity in situ raises the value of student EFL learning investments.

本研究确定并绘制了两位经验丰富的英语作为外语 (EFL) 教师在原地重建和协商教科书材料时的反思性实践。大量强调全球出版的 EFL 教科书内容中的社会不公正现象的批判性研究并没有充分解决课堂上多模态话语的协商问题。尽管语言学习课堂中的反思性教学实践拥有丰富的研究资源，但学术界对韩国大学课堂中教科书多模态话语的积极协商的关注有限。本研究询问：(1) 韩国不同大学的两位教师如何在课堂上与学生协商EFL教科书的内容？(2) 学生对教科书中商定的多模态话语有何反应？(3) 研究结果对韩国大学环境中的 EFL 教科书教学有何教学意义？使用 Norris (2004) 在两个韩国大学英语交流课程中对多模态互动进行视频转录的框架，研究结果表明，学生和教师之间的反思性谈判是一种修辞成就，可以减少 EFL 多模态话语中文化边缘化的可能性教科书。暗示表明，就地教科书反思提高了学生 EFL 学习投资的价值。