Gender representations in ELT coursebooks : a comparative study

Download
2012
YIlmaz, Elvan
In all educational institutions ELT coursebooks are used as a guide to teach the language. However, the role of a coursebook as an agent of socialization and its effect on the development of gender roles is usually underestimated. Gender biased coursebooks might affect the learners in a negative way in the process of gender socialization. Most coursebook writers revise the first editions of the coursebooks in order to modernize them and to meet the needs of the learners in a changing world. The aim of this thesis is to investigate whether writers and publishers take the gender issue into consideration while they are revising the coursebooks. In order to address this issue, three recently revised English language coursebooks were compared with their first editions. To be able to compare the coursebooks, their contents were analyzed. Six operating areas of gender stereotypes were set as the categories of the content analysis; presence of female and male characters in the coursebooks, the number of characters represented as family members, distribution of occupational activities, division of household activities, variety of leisure activities and the adjectives used to describe each gender. Throughout the whole study it was observed that the representations of female and male characters in the first editions were closer to the stereotypical representations. By contrast, in the last editions the representations of the genders have ideally become more balanced in all investigated categories of gender stereotypes.

Suggestions

Gender representations and gender bias in elt textbooks published in the Middle East : a case study of elt textbooks published in Turkey and Iran
Skliar, Olga S; Eröz Tuğa, Betil; Department of English Language Teaching (2007)
In addition to general knowledge on the official curriculum subjects, including the English language, schools convey multiple cultural and ideological meanings, playing a significant role in the processes of socialization and cultural reproduction. The function of school textbooks as powerful agents of socialization is realized through the texts and visuals in the content. Locally issued ELT materials, written in English by local authors, comprise a combination of local and foreign social meanings. Positive...
EFL instructors’ cognitions and actions in relation to foreign language learning and teaching processes
Öztürk, Mustafa; Yıldırım, Ali; Department of Educational Sciences (2014)
The purpose of this study is to investigate EFL instructors’ language learning cognitions regarding linguistic aptitude, priorities in language learning, and good language learners; and language teaching actions with respect to pedagogical inclinations, instructional planning, error correction, learner-centeredness, and personal and professional development. The study also aims to describe the patterns of the relationships existing among those variables and examine the sources contributing to teachers’ cogn...
Code-switching in EFL classrooms : a case study on discourse functions, switch types, initiation patterns, and perceptions
Horasan, Seçil; Seferoğlu, Gölge; Department of English Language Teaching (2013)
This case study aimed to investigate the amount of code-switching used by students and teachers in English as a Foreign Language (EFL) classrooms at the School of Languages at a state university in terms of switch types, initiation patterns, and the discourse functions of code-switching, as well as the perceptions of the participants. Four classrooms consisting of 92 students and 8 teachers took part in the study. 16 lessons in total were observed and video-recorded. The recordings were transcribed along wi...
Investigating ELT instructors' perceived competencies: challenges and suggestions
Canbolat, Nilay; Daloğlu, Ayşegül; Department of English Literature (2013)
This study aims at finding out instructors’ perceived competencies in Teachers of English to Speakers of Other Languages (TESOL) and Ministry of Education (MONE) competencies, and accordingly exploring strengths and weaknesses of the ELT undergraduate program as well as providing suggestions for a more effective and fruitful program. At the first phase of the research, a questionnaire is given to seventy-five participants, working in the department of Foreign Languages at various universities. For the secon...
Self-regulation strategies that Eenglish language learners in a Turkish state university use to increase their proficiency and self-efficacy
Tomak, Burak; Seferoğlu, Gölge; Department of English Language Teaching (2017)
With the new trends in language teaching, more responsibility has been given to the language learners who are in charge of their own learning. Thus, they are now supposed to keep track of their language development and do their best to increase their language proficiency and self-efficacy. Especially learners who start their language learning from A1 level and who must reach to B2 level within a limited time just like the ones here in this study are expected to make use of the language learning strategies t...
Citation Formats
E. YIlmaz, “Gender representations in ELT coursebooks : a comparative study,” M.S. - Master of Science, Middle East Technical University, 2012.