Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser .
Enter the email address you signed up with and we'll email you a reset link.
- We're Hiring!
- Help Center
Critical Discourse Analysis of Gender Representations in EFL Textbooks
2020, International Journal of English Language and Literature Studies
Related Papers
Konin Language Studies
Franka Kermer
This paper attempts to offer a state-of-the-art review of recent works that address crosslinguistic influence at the conceptual level from the viewpoint of cognitive linguistics. The recent interest in and growth of empirical evidence of a cognitive-oriented analysis of crosslinguistic influence has led to the emergence of an entirely new line of research on mother tongue influence. This review presents points of divergence between cognitive linguistics on the one hand and conceptual transfer on the other, thereby surveying numerous notions within cognitive linguistics that can aid transfer research. The notions that are paid attention to are conceptualisation, categorisation and construal. This also gives an idea of what cognitive linguistics is able to contribute to research on second language acquisition more generally. The second aim of the paper is to point to empirical works that investigate crosslinguistic influence through the lens of cognitive linguistics, thereby highlighting how and to what extent speakers' conceptual representations and cognitive patterns that are prevalent in their L1 influence the acquisition and use of conceptual structures in their L2. Taken collectively, the empirical findings of these studies give rise to the advantageous effect of employing a comprehensive and sophisticated account of language to the study of how conceptualising systems in speakers who use two or more languages influence one another.
Bilingualism: Language and Cognition
Scott Jarvis
International Journal of Bilingualism
Jeanette Sakel , Jeanine C Treffers-Daller
International Journal of Research Studies in Language Learning
Ali Akbar Jabbari
Tejuelo. Didáctica de la lengua y la literatura
Luis S. Villacañas de Castro
This article dwells on the opposing alignments that can be found in the literature on the Linguistic Interdependence (LIH) and Linguistic Threshold (LTH) hypotheses, in the field of second language acquisition and foreign language education. First, the prevailing, orthodox rendition of these two concepts is examined briefly, together with its theoretical and practical consequences. After this, the most distinctive characteristic of Jim Cummins’s alternative framework is described, i.e., its emphasis on the pedagogical dimension and on its impact on cross-language transfer. According to this view, the quality and nature of the exposure to L2 (not time-exposure or student L2 level) would be the most significant factor vis-à-vis the degree of language transfer generated. This pedagogical dimension is explained in terms of three different levels of analysis, and two concrete studies are described, as experimental evidence. In the last section, a Pedagogical Threshold Hypothesis is finally presented as a logical development of the ideas exposed.
Jeanine C Treffers-Daller
Violeta Janulevičienė
Jamal Benhamou
Second language acquisition is a complex process that involves learning new linguistic structures, styles, and strategies that differ from those of one's first language. This case study discusses how L1 influences and sometimes hinders second language acquisition.
International Journal of Education and Social Science Research
Dr Claudia Molnár
Various Dimensions of Place in Language Studies
Anna Stwora
Much of the current research into language learning and teaching is concerned with the phenomenon referred to as language transfer, especially with its negative effects in terms of second language acquisition and production. The advantages of language transfer, however, have received rather scant attention despite the fact that cross-linguistic influence may be seen as an effective language learning strategy. That is why this paper is to lay emphasis on the positive aspects of foreign languages already known to learners—on the previous knowledge of one’s second language that is likely to blaze a trail for both new vocabulary and grammatical structures in other languages. Based on a survey conducted among students, the paper aims to explore the instances of cross-linguistic influence as regards third language learners, as well as to evaluate their level of knowledge concerning language transfer and its didactic application.
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.
RELATED PAPERS
Helen Koulidobrova
Miscelánea: A Journal of English and American Studies
Mari Mar Boillos
Jeff Siegel
UNDERSTANDING THE ROLE OF TRANSLANGUAGING IN L2 ACQUISITION: Applying Cummins’ CUP Model
Janvier ALIGONOU
Shamala Paramasivam
Riichiro Mizoguchi
lutfan adli
Traduction et Langues
TRANSLANG JOURNAL
MARIA-ISABEL GONZALEZ-CRUZ
Doctoral Thesis (University of Cambridge)
Itamar Shatz
Boon Yih Mah
Seyed Hassan Talebi
The Handbook of Cognitive Linguistics and Second Language Acquisition
Peter Robinson
Natalia Saez
Dr Nazanin Ghodrati
Annual International Symposium on Bilingualism, …
Norbert Francis
Eleni Buzarovska
Nadira Aljovic
Jamile Forcelini
Applied Psycholinguistics
Viorica Marian
Irina Melinte
Philothe Kabasele
rechache abdellah
RELATED TOPICS
- We're Hiring!
- Help Center
- Find new research papers in:
- Health Sciences
- Earth Sciences
- Cognitive Science
- Mathematics
- Computer Science
- Academia ©2024
Browse Econ Literature
- Working papers
- Software components
- Book chapters
- JEL classification
More features
- Subscribe to new research
RePEc Biblio
Author registration.
- Economics Virtual Seminar Calendar NEW!
Some searches may not work properly. We apologize for the inconvenience.
Critical Discourse Analysis of Gender Representations in EFL Textbooks
- Author & abstract
- 1 Citations
- Related works & more
Corrections
- Murad Al Kayed
- Sami Khalaf Al_Khawaldah
- Mohammad Akram Alzu'bi
Suggested Citation
Download full text from publisher.
Follow serials, authors, keywords & more
Public profiles for Economics researchers
Various research rankings in Economics
RePEc Genealogy
Who was a student of whom, using RePEc
Curated articles & papers on economics topics
Upload your paper to be listed on RePEc and IDEAS
New papers by email
Subscribe to new additions to RePEc
EconAcademics
Blog aggregator for economics research
Cases of plagiarism in Economics
About RePEc
Initiative for open bibliographies in Economics
News about RePEc
Questions about IDEAS and RePEc
RePEc volunteers
Participating archives
Publishers indexing in RePEc
Privacy statement
Found an error or omission?
Opportunities to help RePEc
Get papers listed
Have your research listed on RePEc
Open a RePEc archive
Have your institution's/publisher's output listed on RePEc
Get RePEc data
Use data assembled by RePEc
|
|
A CRITICAL DISCOURSE ANALYSIS OF GENDER REPRESENTATIONS IN EFL TEXTBOOK OF SENIOR HIGH SCHOOL
41 ReferencesA critical discourse analysis of gender representations in the content of 5th grade english language textbook, gender representation in efl textbooks in saudi arabia: a critical discourse analysis approach, gender representation in current efl textbooks in iranian secondary schools, a critical discourse analysis of elt materials in gender representation: a comparison of summit and top notch, language and gender: a critical discourse analysis on gender representation in a series of international elt textbooks, gender representation in instructional materials: a study of iranian english language textbooks and teachers’ voices, a portrait of gender bias in the prescribed indonesian elt textbook for junior high school students, gender representation in efl materials: an analysis of english textbooks of iranian high schools, gender representation in efl textbooks: a case of ili pre-intermediate series, high school english textbooks promote gender inequality in afghanistan, related papers. Showing 1 through 3 of 0 Related Papers Advertisement The Portrayal of Women in Nationally-Endorsed English as a Foreign Language (EFL) Textbooks for Senior High School Students in Indonesia
Cite this article
1671 Accesses 17 Citations Explore all metrics From a critical feminist perspective, women are not fairly represented in English as a foreign language (EFL) textbooks. The unequal representation of women in EFL textbooks potentially affects students’ negative perceptions and misconceptions about gender identity (re)construction. The findings of previous studies on gender issues in language textbooks mostly indicate that they depict gender biases and stereotypes, but some studies reported positive images of women. To continue a critical discourse analysis (CDA) of EFL textbooks from a feminist perspective, the present study looks at visual and textual discourses representing images of women in EFL textbooks in the Indonesian secondary school context. The findings reveal that some gendered discourses expressed by female characters and social actors in the analyzed textbooks support the continuation of gender biases and stereotypes, but some emerging discourses represent constructive images of women. This textual study suggests that as English plays an increasingly important role in a transcultural and post-feminist world, authors of English textbooks must pay attention to the issue of gender in language education. This is a preview of subscription content, log in via an institution to check access. Access this articleSubscribe and save.
Price includes VAT (Russian Federation) Instant access to the full article PDF. Rent this article via DeepDyve Institutional subscriptions Similar content being viewed by others Exploring gender representation in government-mandated english language textbook of class 8 in BangladeshA portrait of gender bias in the prescribed indonesian elt textbook for junior high school students.  Female Representation in Government-Mandated English Language Textbooks Used in Indonesian Junior High SchoolsExplore related subjects.
Agassi, J. B. (1989). Theories of gender equality: Lessons from the Israeli Kibbutz. Gender and Society, 3 (2), 160–186. Article Google Scholar Ali, M. A. (2013). Representation of Muslim characters living in the West in Ontario’s language textbooks. Intercultural Education, 24, 417–429. https://doi.org/10.1080/14675986.2013.824870 . Ariyanto, S. (2018). A portrait of gender bias in the prescribed Indonesian ELT textbook for junior high school students. Sexuality and Culture . https://doi.org/10.1007/s12119-018-9512-8 . Awayed-Bishara, M. (2015). Analyzing the cultural content of materials used for teaching English to high school speakers of Arabic in Israel. Discourse and Society, 26, 517–542. https://doi.org/10.1177/0957926515581154 . Barakat, B., & Bengtsson, S. (2018). What do we mean by school entry age? Conceptual ambiguity and its implications: The example of Indonesia. Comparative Education, 54, 203–224. https://doi.org/10.1080/03050068.2017.1360564 . Barton, A., & Sakwa, L. N. (2012). The representation of gender in English textbooks in Uganda. Pedagogy, Culture and Society, 20, 173–190. https://doi.org/10.1080/14681366.2012.669394 . Blackburn, S. (1999). Winning the vote for women in Indonesia. Australian Feminist Studies , 14 (29), 207–218. https://doi.org/10.1080/08164649993443 . Blumberg, R. L. (2015). Eliminating gender bias in textbooks: Pushing for policy reforms that promote gender equity in education . Paris: UNESCO. Google Scholar Brewis, E. (2018). Fair access to higher education and discourses of development: a policy analysis from Indonesia. A Journal of Comparative and International Education . https://doi.org/10.1080/03057925.2018.1425132 . Chapelle, C. A. (2009). Teaching culture in introductory foreign language textbooks . London: Palgrave Macmillan. Cherry, K. (2017). What is gender schema theory? How cultural norms influence behavior and gender value. Accessed from https://www.verywellmind.com/what-is-gender-schema-theory-2795205 . Curnow, J. (2015). Legal support structures and the realisation of Muslim women’s rights in Indonesia. Asian Studies Review, 39, 213–228. https://doi.org/10.1080/10357823.2015.1025695 . de los Heros, S. (2009). Linguistic pluralism or prescriptivism? A CDA of language ideologies in Talento, Peru’s official textbook for the first-year of high school. Linguistics and Education, 20, 172–199. Direktorat Jenderal Peraturan Perundangan-undangan (2016). [Direcotare Generale of Law Regulations]. Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia nomor 8 tahun 2016 tentang buku yang digunakan oleh satuan pendidikan. [ Decree of the Indonesian Ministry of Education and Culture no. 8/2016 about textbooks used in basic and secondary education ]. Jakarta: Direktorat Jenderal Peraturan Perundangan-undangan. Fairclough, N. (2001). Critical discourse analysis as a method in social scientific research. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp.121–138). London: Sage. Firdaus, F. (2015). 35 calon kepala daerah perempuan menang di Pilkada 2015 . [ 35 candidates of female leaders win the Local Election Authorities 2015 ]. Retrieved from https://www.rappler.com/indonesia/115543-perempuan-menang-di-pilkada-2015 . Gebregeorgis, M. Y. (2016). Gender construction through textbooks: The case of an Ethiopian primary school English textbook. Africa Education Review, 13 (3–4), 119–140. https://doi.org/10.1080/18146627.2016.1224579 . Ghajarieh, A., & Salami, A. (2016). Gendered representations of male and female social actors in Iranian educational materials. Gender Issues, 33, 258–270. https://doi.org/10.1007/s12147-016-9157-6 . Good, J. J., Woodzicka, J. A., & Wingfield, L. C. (2010). The effects of gender stereotypic and counter-stereotypic textbook images on science performance. The Journal of Social Psychology, 150, 132–147. Halliday, M. A. K. (1978). Language as social semiotic . London: Edward Arnold. Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). New York: Routledge. Book Google Scholar Lazar, M. M. (2007). Feminist critical discourse analysis: Articulating a feminist discourse praxis. Critical Discourse Studies, 4, 141–164. https://doi.org/10.1080/17405900701464816 . Leavitt, R. (1971). Women in other cultures. In V. Gornick & B. Moran (Eds.), Women in sexist society (pp. 276–301). New York: Basic Books. Lee, J. K. F. (2014). Gender representation in Hongkong primary school ELT textbooks—A comparative study. Gender and Education , 26 (4), 356–376. https://doi.org/10.1080/09540253.2014.916400 . Lee, J. K. F., & Collins, P. (2009). Australian English-language textbooks: The gender issue. Gender and Education, 21, 353–370. https://doi.org/10.1080/09540250802392257 . Lee, J. F. K., & Collins, P. (2010). Construction of gender: a comparison of Australian and Hong Kong English language textbooks. Journal of Gender Studies, 19, 121–137. https://doi.org/10.1080/09589231003695856 . Lopez-Zafra, E., & Garcia-Retamero, R. (2012). Do gender stereotypes change? The dynamic of gender stereotypes in Spain. Journal of Gender Studies, 21, 169–183. https://doi.org/10.1080/09589236.2012.661580 . Namatende-Sakwa, L. (2018). The construction of gender in Ugandan English textbooks: A focus on gendered discourses. Pedagogy, Culture and Society . https://doi.org/10.1080/14681366.2018.1436583 . Ndura, E. (2004). ESL and cultural bias: An analysis of elementary through high school textbooks in the Western United States of America. Language, Culture and Curriculum, 17, 143–153. Poerwandari, E. K. (1999). The other side of history: Women’s issues during the national struggle of Indonesia, 1928 – 1965 . Paper presented at the 7th international interdisciplinary congress on women, Tromso, Norway. Porter, M. (2001). Women in “Reformasi”: Aspects of women’s activism in Jakarta. Canadian Journal of Development Studies/Revue canadienne d’études du développement, 22 (1), 51–80. https://doi.org/10.1080/02255189.2001.9668802 . Reeves, J. B. (1987). Work and family roles: Contemporary women in Indonesia. Sociological Spectrum: Mid-South Sociological Association, 7, 223–242. https://doi.org/10.1080/02732173.1987.9981820 . Setyono, B., & Widodo, H. P. (In press). The representation of multicultural values in the Indonesian Ministry of Education and Culture-endorsed EFL textbook: Critical discourse analysis. Intercultural Education . Simorangkir, D. (2011). The impact of the feminization of the public relations industry in Indonesia on communication practice. International Journal of Strategic Communication, 5, 26–48. https://doi.org/10.1080/1553118X.2011.537602 . Singh, V., & Vinnicombe, S. (2003). The 2002 female FTSE index and women directors. Women in Management Review, 18, 349–358. Siregar, W. Z. B. (2005). Parliamentary representation of women in Indonesia: The struggle for a quota. Asian Journal of Women’s Studies , 11 (3), 36–72. https://doi.org/10.1080/12259276.2005.11665993 . Slachmuijlder, L. (2000). Gender representations in advertising: no time for change? Agenda: Empowering Women for Gender Equity, 16 (44), 97–101. https://doi.org/10.1080/10130950.2000.9675839 . Thomson, C. K., & Otsuji, E. (2003). Evaluation of business Japanese textbooks: issues of gender. Japanese Studies, 23, 185–203. https://doi.org/10.1080/1037139032000129711 . Tsui, M., Xu, X-y, Venator, E., & Wang, Y. (2016). Stereotype threat and gender: Math performance in Chinese college students. Chinese Sociological Review, 48, 297–316. https://doi.org/10.1080/21620555.2016.1166339 . Ullah, H., & Skelton, C. (2013). Gender representation in the public sector schools textbooks of Pakistan. Educational Studies, 39, 183–194. https://doi.org/10.1080/03055698.2012.702892 . United Nation. (2015). The world’s women 2015: Trends and statistics . New York: United Nations. United States Department of State Bureau of International Information Programs. (2012). Global women’s issues: Women in the world today . Retrived from http://www.unesco.org/education/information/nfsunesco/BEIJIN_E.PDF . van Dijk, T. A. (2001). Multidisciplinary CDA: A plea for diversity. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 95–120). London: Sage. Wicaksono, T. Y., & Witoelar, F. (2018). Early educational experience and later education outcomes: Evidence from school transition in Indonesia. Bulletin of Indonesian Economic Studies . https://doi.org/10.1080/00074918.2018.1439156 . Widodo, H. P. (2015). The development of vocational English materials from a social semiotic perspective: Participatory action research (Doctoral Dissertation) . Australia: University of Adelaide. Widodo, H. P. (2016). Language policy in practice: Reframing the English language curriculum in the Indonesian secondary education sector. In R. Kirkpatrick (Ed.), English education policy in Asia (pp. 127–151). New York: Springer. Widodo, H. P. (2018). A critical micro-semiotic analysis of values depicted in the Indonesian ministry of national education-endorsed secondary school English textbook. In H. P. Widodo, M. R. G. Perfecto, L. V. Canh, & A. Buripakdi (Eds.), Situating moral and cultural values in ELT materials: The Southeast Asian context (pp. 131–152). Cham: Springer. Chapter Google Scholar Wodak, R. (2001). What CDA is about: A summary of its history, important concepts and its development. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 1–13). London: Sage. Yang, C. C. R. (2016). Are males and females still portrayed stereotypically? Visual analyses of gender in two Hong Kong primary English Language textbook series. Gender and Education, 28, 674–692. https://doi.org/10.1080/09540253.2015.1103839 . Download references This study did not receive research funding from sponsors. Author informationAuthors and affiliations. University of Jember, Jember, East Java, Indonesia Budi Setyono You can also search for this author in PubMed Google Scholar Corresponding authorCorrespondence to Budi Setyono . Ethics declarationsConflict of interest. No conflict of interest exists; this study is a research project conducted individually. Ethical ApprovalThis article does not contain any studies with human participants or animals. Informed ConsentInformed consent from individual participants are not applicable because it examines EFL textbooks as one of the curriculum documents. Rights and permissionsReprints and permissions About this articleSetyono, B. The Portrayal of Women in Nationally-Endorsed English as a Foreign Language (EFL) Textbooks for Senior High School Students in Indonesia. Sexuality & Culture 22 , 1077–1093 (2018). https://doi.org/10.1007/s12119-018-9526-2 Download citation Published : 16 May 2018 Issue Date : December 2018 DOI : https://doi.org/10.1007/s12119-018-9526-2 Share this articleAnyone you share the following link with will be able to read this content: Sorry, a shareable link is not currently available for this article. Provided by the Springer Nature SharedIt content-sharing initiative
| ||||
COMMENTS
Kayed et al. (2020) study gender representation in EFL textbooks in Jordan and reveal bias favoring men in certain roles and activities. However, there is some degree of equality in terms of...
This present study investigates gender representation in an EFL textbook in Senior High Schools by using multimodal critical discourse analysis. The data is collected from the unit contents of the …
This study documents the hidden gender representation, gender social roles, gender bias, gender dominance, and gender discrimination found in EFL textbook in Jordanian context. 1....
Critical Discourse Analysis of Gender Representations in EFL Textbooks. International Journal of English Language and Literature Studies, 2020. By zahir nazimi. Download PDF. 231 © 2020 AESS Publications. All Rights Reserved.
This paper reviews studies on gender representation in EFL/ESL textbooks which are scattered across various nations, with an attempt to see if gender impartiality is ensured in...
Variables such as women’s and men’s social and domestic roles, visibility of women and men, women’s and men’s activities, women’s and men’s semantic roles, and pictorial representation were analyzed to unveil inequalities or power imbalance between males and females.
Abstract: The present study investigates gender representation in EFL textbooks in Jordanian context using critical discourse analysis. The data were collected from the content of international ELT textbooks series, i.e. interchange 1A & 2B Student's Textbooks which were taught to undergraduate students at Al-Balqa Applied University.
This present study investigates gender representation in an EFL textbook in Senior High Schools by using multimodal critical discourse analysis.
To continue a critical discourse analysis (CDA) of EFL textbooks from a feminist perspective, the present study looks at visual and textual discourses representing images of women in EFL textbooks in the Indonesian secondary school context.
Approaching gender as a social construct, using multi-dimensional methods, the study critically explores teachers’ experiences with the textbooks – their classroom practices and underlying perceptions – through 18 classroom observations and 12 follow-up interviews with 12 teachers in four lower secondary schools.