Gender positioning in the visual discourse of Algerian secondary education EFL textbooks: Critical image analysis vs teachers’ perceptions

Year 2019, , 773 - 793, 01.10.2019

Ziad Khalid Ouahmiche Ghania

https://doi.org/10.17263/jlls.631510

Abstract

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Gender positioning in the visual discourse of Algerian Secondary education EFL textbooks: Critical image analysis vs teachers’ perceptions
The present study revisits the issue of gender positioning within the visual discourse of three Algerian secondary education English textbooks. In order to get an informed view about gender representation in these materials, it was deemed necessary to combine the outcomes of theoretical critical accounts with language teachers´ potential interpretations of gender bias within the textbooks. First, the selected visual corpus was scrutinized for gender bias through critical image analysis. The major aspects, in which gender bias can be embedded, have been addressed within a well-elaborated framework. Second, the perceptions that secondary education EFL teachers have of this issue were surveyed by dint of a self-report questionnaire which was submitted to a conveniently selected sample. The comparative analysis of the results indicate that while the majority of the images display clear signs of bias against females, most teachers hardly view any imbalances between the two genders as far as visual representation is concerned. This mismatch seems arguably related to the fact that gender bias is still considered a peripheral area of interest by the majority of EFL language practitioners.
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Author 1
Author (Last name, First name)	Khalid, Ziad
Affiliated institution (University)	Mohamed ben Ahmed
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Author 2
Author (Last name, First name)	Ghania, Ouahmiche
Affiliated institution (University)	Mohamed ben Ahmed
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Keywords

gender positioning; gender bias; visual discourse; EFL teachers’ perceptions; ELT textbooks

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