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Final report
MA3C0203 Johnson
張峻源
Background
• Students should be able to expect that the
materials they study from will enable them
to use the language to promote a positive
image of themselves, will let them
understand the underlying debate of
language current in society, and will
provide them with gender-appropriate
language and roles.
Purpose
• The main purpose of the present study is to
investigate whether biased representations
of gender roles exist in junior high school
English textbooks currently used in Taiwan.
• Much attention has been directed to the
assessment of the sexism in EFL materials
and the increase of the gender fairness in
language. But, have the locally-designed
EFL textbooks improved in the treatment of
sexist language?
Research Questions
• Is there gender bias in the junior high
school EFL textbooks? If so, which types of
gender bias are presented in the junior high
school EFL textbooks?
• To what extent is gender bias represented in
the verbal texts of junior high school EFL
textbooks?
• To what extent is gender bias depicted in
the visual texts of junior high school EFL
textbooks?
Gender,
Language, and
Language
Learning
Gender Bias
and ESL/EFL
Teaching
Materials
• Gender Stereotypes in the
English Language
• Gender Ideology and
Language Learning
• Evaluation of Gender Bias in
Teaching Materials
• Studies of Gender bias in
ESL/EFL Teaching Materials
Gender, Language,
and Language Learning
• Gender is not innate but acquired through the perceptions of
cultural and social expectations of women and men
(Sunderland, 1994; Wood, 2003). In daily life, people use
and learn language; at the same time, they create and
reinforce gender ideology.
• Based upon gender differences, men and women are
distinguished into two “mutually exclusive categories” of
human beings (Glover & Kaplan, 2000, p. XXIV). Gender
differences subconsciously force people to talk and to
behave differently, which results in the reflection of gender
stereotypes on language (Lorber, 2003).
• Therefore, through language, these stereotypes are further
taught to children by teachers and parents (Grossman &
Grossman, 1994).
Gender, Language,
and Language Learning
• When students learn a language, their gender ideology may
be influenced by that language. Students’ development of
gender ideology has an impact on their formulation of
language behaviors.
• Therefore, acquiring gender stereotypes leads students to
formulate male or female dominated language behaviors.
• To understand the extent to which gender stereotypes are
embedded in language, and the differences between men’s
and women’s typical language behaviors, studies on gender
stereotypes in the English language and stereotypical
language behaviors will be reviewed.
Gender Bias and ESL/EFL
Teaching Materials
• Since students learn gender ideology from their
environment, including their educational setting,
teaching materials play a vital role in forming their
view towards gender roles. In order to prevent
students from leaning gender bias, the representation
of gender roles in teaching materials needs to be
reviewed.
• This section focuses on the models of gender bias in
teaching materials. Lastly, studies related to gender
bias in ESL/EFL teaching materials will be
reviewed.
METHOD
• The materials used in this study were English
textbooks devised for junior high schools. They
were currently in use in junior high schools
throughout Taiwan.
• Three popular versions of the current English
textbooks for junior high school learners, including
翰林, 南一, and 康軒 are evaluated. Serving as the
corpus of present study, they are content analyzed in
light of conversations, reading passages, and
illustrations.
METHOD
• the frequency and percentage of each category
• After the researcher analyzed the data, a coder was
trained to analyze the collected data again to avoid
subjective and biased judgments. This second coder
was a graduate student studying in the fields of
linguistics and TESL. In the training, the second
coder was taught to (1) know and recognize the
coding and categorization of the verbal and visual
texts, and to (2) understand the principles and
methods of data analysis.
Q&A
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