Conducting CDA on textbook contents, aiming to generate insight and understanding on various aspects and characteristics of textbooks, has been an area of interest in ELT community over the last two decades. This paper seeks to briefly review, propose and suggest possible implications and usages of implementing CDA on textbooks contents. To this end and drawing on the most prevalent frameworks and models of CDA, current trends and directions based on existing literature are presented; and possible innovative uses of CDA for investigation of diverse dimensions of textbooks are discussed. This study examines the relevant literature and analyzes the utilization of CDA in relation to ELT textbooks in different studies. The analytical review of publications reveal, and the authors argue that among the applications of carrying out CDA on textbook contents are provision of perceptions and ideas for textbook evaluation and quality assessment, authenticity check and verification of cultural validity, revision and correction, development of supplementary and auxiliary materials, diagnosis, avoidance and elimination of learners' misperceptions, ensuring ethicality and equality in textbook-related elements and aspects of education and learning, providing tools and solutions for enhancing critical thinking and awareness among the learners, and identification of areas of potential pedagogical gaps, misunderstandings and cultural tensions. Moreover, CDA studies with textbooks as subjects can help with practicing transformative pedagogy in ELT classrooms and build ways for teachers to improve learners' sociocultural literacy and intercultural competence.
