Research Article
BibTex RIS Cite

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

Year 2019, Volume: 15 Issue: 3, 773 - 793, 01.10.2019
https://doi.org/10.17263/jlls.631510

Abstract



























































Please fill up the following information accurately. (Please
use Times New Roman, 12 pt.


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. 



Information about Author(s)*



Author 1



Author
(Last name, First name)



 Khalid, Ziad 



Affiliated
institution (University)



 Mohamed ben Ahmed



Country



 



Email
address



 



Department
& Rank



 



Corresponding author (Yes/No)


Write only one corresponding author.



 



Author 2



Author
(Last name, First name)



 Ghania, Ouahmiche 



Affiliated
institution (University)



 Mohamed ben Ahmed



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 3



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



 


References

  • Abdelhay, B., & Benhaddouche, W. (2015). Gender Stereotyping through Textbook Illustrations: A Case Study of Algerian Middle School Textbook-Spotlight on English. Mediterranean Journal of Social Sciences, 6(5), 435-440. DOI: 10.5901/mjss.2015.v6n5p435
  • Abolaji, M. S. (2013). Gender and Language Education Research: A Review. Journal of Language Teaching & Research, 4(3), 454-463. DOI:10.4304/jltr.4.3.454-463
  • Ansari, H., & Babaii, E. (2003). On the manifestation of subliminal sexism in current Iranian secondary school ELT textbooks. Iranian Journal of Applied Linguistics, 6(1), 40-56. Retrieved from http://www.sid.ir/En/Journal/ViewPaper.aspx?ID=4483
  • Bailey, B. L., Scantlebury, K., & Letts, W. J. (1997). It's not my style: Using disclaimers to ignore gender issues in science. Journal of Teacher Education, 48(1), 29-36. https://doi.org/10.1177/0022487197048001005
  • Blumberg, R. L. (2008). The Invisible Obstacle to Educational Equity: Gender Bias in Textbooks. Prospects, 38, 345-361. https://doi.org/10.1007/s11125-009-9086-1
  • Boubakour, S. (2017). Femme et genre au prisme des manuels scolaires. Nouveaux Imaginaires du Féminin. Retrieved from https://hal.univ-cotedazur.fr/hal-01666786/document
  • Boukheddad, C. (2011). Gender, Race and Generation in Algerian Secondary School Textbooks (Magister dissertation). Retrieved from https://dl.ummto.dz/handle/ummto/199
  • Brugeilles, C. & Cromer, S. (2009). Analysing gender representations in school textbooks. Paris: UMR CEPED.
  • Cook, M. (2005). Gender bias in language textbooks. Journal of the Faculty of Global Communication, Siebold University of Nagasaki, 6, 13-18. Retrieved from http://hdl.handle.net/10561/284
  • Cook, M. (2015). Gender Bias in ESL/EFL Textbooks: 10 Years Later. JALT Materials Writers SIG, 23 (3), 4-7. Retrieved from http://materialswriters.org/joomla/index.php/83-articles/148-btk-archives
  • Demir, Y., & Yavuz, M. (2017). Do ELT coursebooks still suffer from gender inequalities? A case study from Turkey. Journal of Language and Linguistic Studies, 13(1), 103-122.
  • Donaghy, K., & Xerri, D. (Eds.). (2017). The image in English language teaching. Malta: ELT Council. Retrieved from http://kierandonaghy.com/books/image-english-language-teaching/
  • Fairclough, N. (1989). Language and power. London: Longman.
  • Giaschi, P. (2000). Gender positioning in education: A critical image analysis of ESL texts. TESL Canada Journal, 18(1), 32-46. https://doi.org/10.18806/tesl.v18i1.898
  • Graci, J. P. (1989). Are Foreign Language Textbooks Sexist? An Exploration of Modes of Evaluation. Foreign Language Annals, 22(5), 477-486. https://doi.org/10.1111/j.1944-9720.1989.tb02771.x
  • Gray, J. (2002). The global coursebook in English language teaching. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 161-177). New York: Routledge.
  • Gunther, K., & Leeuwen, T.V. (2006). Reading images: The grammar of visual design. (2nd ed.). New York: Taylor and Francis e-library.
  • Gupta, A. F., & Yin, A. L. S. (1990). Gender representation in English language textbooks used in the Singapore primary schools. Language and education, 4(1), 29-50. https://doi.org/10.1080/09500789009541271
  • Hartman, P. & Judd, E. (1978). Sexism and TESOL materials. TESOL Quarterly, 12(4), 383-393. DOI: 10.2307/3586137
  • Hellinger, M. (1980). ‘For men must work, and women must weep’: Sexism in English language textbooks used in German schools. Women's Studies International Quarterly, 3(2-3), 267-275. https://doi.org/10.1016/S0148-0685(80)92323-4
  • Jones, M. A., Kitetu, C., & Sunderland, J. (1997). Discourse roles, gender and language textbook dialogues: who learns what from John and Sally? Gender and Education, 9(4), 469-490. https://doi.org/10.1080/09540259721204
  • Kobia, J. M. (2009). Femininity and masculinity in English primary school textbooks in Kenya. The International Journal of Language Society and Culture, 28, 57-71. Retrieved from https://aaref.com.au/wp-content/uploads/2018/05/28-6.pdf
  • Lakhdar-Barka, F. (2011). La représentation du personnage féminin dans le manuel d’Anglais en Algérie: vers une éclipse totale? Tréma, (35-36), 114-127. DOI: 10.4000/trema.2634
  • Lakoff, R. (1975). Language and women’s place. New York: Harper and Row Publishers.
  • Lee, J. F. (2014). Gender representation in Hong Kong primary school ELT textbooks–a comparative study. Gender and Education, 26(4), 356-376. https://doi.org/10.1080/09540253.2014.916400
  • Lee, J. F. & Collins, P. (2008). Gender Voices in Hong Kong English Textbooks—Some Past and Current Practices. Sex Roles. 59(1-2), 127-137. https://doi.org/10.1007/s11199-008-9414-6
  • Levine, D., & O’Sullivan, M. (2010). Gender and images in the EFL textbook Talk a lot, Starter Book. The Journal and Proceedings of GALE, 3, 33-42. Retrieved from
  • https://gale-sig.org/website/galejournalv3.pdf
  • Lesikin, J. (2001). Determining Social Prominence: A Methodology for Uncovering Gender Bias in ESL Textbooks. In A. Hewings & H. D. Hall (Eds.), Innovation in English Language Teaching: A Reader. (pp. 275-283). New York: Routledge.
  • Littlejohn, A., & Windeatt, S. (1989). Beyond language learning: perspectives on materials design. In R. K. Johnson (Ed.), The second language curriculum. Cambridge: Cambridge University Press.
  • Ma, K. (1998). The representation of gender in current ESL reading materials. The ORTESOL Journal, 19, 1-22.
  • Michel, A. (1986). Down with Stereotypes! Eliminating Sexism from Children’s Literature and School Textbooks. Paris, France: UNESCO.
  • Mills, S., & Abolaji, S. M. (Eds.). (2015). Gender Representation in Learning Materials: International Perspectives. New York, Routledge.
  • Mineshima, M. (2008). Gender representations in an EFL textbook. Bulletin of Niigata Institute of Technology, 13, 121-140. Retrieved from http://hdl.handle.net/10623/20259
  • Porreca, K.L. (1984). Sexism in Current ESL Textbooks. TESOL Quarterly, 18(4), 705-724. https://doi.org/10.2307/3586584
  • Renner, C. E. (1997). Women are" Busy, Tall, and Beautiful": Looking at Sexism in EFL Materials. Retrieved from ERIC database. (ED411670).
  • Rifkin, B. (1998). Gender representation in foreign language textbooks: A case study of textbooks of Russian. The Modern Language Journal, 82(2), 217-236.
  • https://doi.org/10.1111/j.1540-4781.1998.tb01195.x
  • Sadker, D. (1999). Gender equity: Still knocking at the classroom door. Educational Leadership, 56(7), 22-27.
  • Sadker, D. M., & Zittleman, K. (2007). Practical strategies for detecting and correcting gender bias in your classroom. Gender in the classroom: Foundations, skills, methods, and strategies across the curriculum. In J. A. Banks & C. A. McGee Banks (Eds.). Multicultural Education: Issues and Perspectives. (pp. 137-153). New Jersey, USA: John Wiley & Sons, Inc.
  • Sakita, T. I. (1995). Sexism in Japanese English education: A survey of EFL texts. Women and Language, 13(2), 5. Questia, web, 05, April 2018.
  • Sunderland, J. (1992). Gender in the EFL classroom. ELT Journal, 46(1), 81-91. https://doi.org/10.1093/elt/46.1.81
  • Sunderland, J. (2000). New Understanding of Gender and Language Classroom Research: texts, teachers and student talk. Language Teaching Research, 4(2), 149-173. https://doi.org/10.1177/136216880000400204
  • Sunderland, J. (2015). Gender (Representation) in Foreign Language Textbooks: Avoiding Pitfalls and Moving On. In S. Mills & M. S. Abolaji (Eds.). Gender Representation in Learning Materials: International Perspectives. (pp. 19-34). New York: Routledge.
  • UNFPA (1994). Issue 7: Women Empowerment. Cairo: UNFPA. Retrieved from https://www.unfpa.org/fr/node/9551
  • Wodak, R (2002). What CDA is about - a summary of its history, important concepts and its developments. In R. Wodak & M. Meyer (Eds.). Methods of critical discourse analysis (pp. 1-13). London: Sage Publications, Ltd.
  • Women in EFL Materials (1991). On balance: guidelines for the representation of women and men in English language teaching materials. Retrieved from https://libcom.org/blog/balance-guidelines-representation-women-men-english-language-teaching-materials-28052014
  • Zerar, S., & Riche, B. (2014). Of the Representation of Women in the Algerian Textbooks of English. Humanities and Social Sciences Review, 3(4), 33-41. Retrieved from http://www.universitypublications.net/hssr/0304/html/B4R466.xml
Year 2019, Volume: 15 Issue: 3, 773 - 793, 01.10.2019
https://doi.org/10.17263/jlls.631510

Abstract

References

  • Abdelhay, B., & Benhaddouche, W. (2015). Gender Stereotyping through Textbook Illustrations: A Case Study of Algerian Middle School Textbook-Spotlight on English. Mediterranean Journal of Social Sciences, 6(5), 435-440. DOI: 10.5901/mjss.2015.v6n5p435
  • Abolaji, M. S. (2013). Gender and Language Education Research: A Review. Journal of Language Teaching & Research, 4(3), 454-463. DOI:10.4304/jltr.4.3.454-463
  • Ansari, H., & Babaii, E. (2003). On the manifestation of subliminal sexism in current Iranian secondary school ELT textbooks. Iranian Journal of Applied Linguistics, 6(1), 40-56. Retrieved from http://www.sid.ir/En/Journal/ViewPaper.aspx?ID=4483
  • Bailey, B. L., Scantlebury, K., & Letts, W. J. (1997). It's not my style: Using disclaimers to ignore gender issues in science. Journal of Teacher Education, 48(1), 29-36. https://doi.org/10.1177/0022487197048001005
  • Blumberg, R. L. (2008). The Invisible Obstacle to Educational Equity: Gender Bias in Textbooks. Prospects, 38, 345-361. https://doi.org/10.1007/s11125-009-9086-1
  • Boubakour, S. (2017). Femme et genre au prisme des manuels scolaires. Nouveaux Imaginaires du Féminin. Retrieved from https://hal.univ-cotedazur.fr/hal-01666786/document
  • Boukheddad, C. (2011). Gender, Race and Generation in Algerian Secondary School Textbooks (Magister dissertation). Retrieved from https://dl.ummto.dz/handle/ummto/199
  • Brugeilles, C. & Cromer, S. (2009). Analysing gender representations in school textbooks. Paris: UMR CEPED.
  • Cook, M. (2005). Gender bias in language textbooks. Journal of the Faculty of Global Communication, Siebold University of Nagasaki, 6, 13-18. Retrieved from http://hdl.handle.net/10561/284
  • Cook, M. (2015). Gender Bias in ESL/EFL Textbooks: 10 Years Later. JALT Materials Writers SIG, 23 (3), 4-7. Retrieved from http://materialswriters.org/joomla/index.php/83-articles/148-btk-archives
  • Demir, Y., & Yavuz, M. (2017). Do ELT coursebooks still suffer from gender inequalities? A case study from Turkey. Journal of Language and Linguistic Studies, 13(1), 103-122.
  • Donaghy, K., & Xerri, D. (Eds.). (2017). The image in English language teaching. Malta: ELT Council. Retrieved from http://kierandonaghy.com/books/image-english-language-teaching/
  • Fairclough, N. (1989). Language and power. London: Longman.
  • Giaschi, P. (2000). Gender positioning in education: A critical image analysis of ESL texts. TESL Canada Journal, 18(1), 32-46. https://doi.org/10.18806/tesl.v18i1.898
  • Graci, J. P. (1989). Are Foreign Language Textbooks Sexist? An Exploration of Modes of Evaluation. Foreign Language Annals, 22(5), 477-486. https://doi.org/10.1111/j.1944-9720.1989.tb02771.x
  • Gray, J. (2002). The global coursebook in English language teaching. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 161-177). New York: Routledge.
  • Gunther, K., & Leeuwen, T.V. (2006). Reading images: The grammar of visual design. (2nd ed.). New York: Taylor and Francis e-library.
  • Gupta, A. F., & Yin, A. L. S. (1990). Gender representation in English language textbooks used in the Singapore primary schools. Language and education, 4(1), 29-50. https://doi.org/10.1080/09500789009541271
  • Hartman, P. & Judd, E. (1978). Sexism and TESOL materials. TESOL Quarterly, 12(4), 383-393. DOI: 10.2307/3586137
  • Hellinger, M. (1980). ‘For men must work, and women must weep’: Sexism in English language textbooks used in German schools. Women's Studies International Quarterly, 3(2-3), 267-275. https://doi.org/10.1016/S0148-0685(80)92323-4
  • Jones, M. A., Kitetu, C., & Sunderland, J. (1997). Discourse roles, gender and language textbook dialogues: who learns what from John and Sally? Gender and Education, 9(4), 469-490. https://doi.org/10.1080/09540259721204
  • Kobia, J. M. (2009). Femininity and masculinity in English primary school textbooks in Kenya. The International Journal of Language Society and Culture, 28, 57-71. Retrieved from https://aaref.com.au/wp-content/uploads/2018/05/28-6.pdf
  • Lakhdar-Barka, F. (2011). La représentation du personnage féminin dans le manuel d’Anglais en Algérie: vers une éclipse totale? Tréma, (35-36), 114-127. DOI: 10.4000/trema.2634
  • Lakoff, R. (1975). Language and women’s place. New York: Harper and Row Publishers.
  • Lee, J. F. (2014). Gender representation in Hong Kong primary school ELT textbooks–a comparative study. Gender and Education, 26(4), 356-376. https://doi.org/10.1080/09540253.2014.916400
  • Lee, J. F. & Collins, P. (2008). Gender Voices in Hong Kong English Textbooks—Some Past and Current Practices. Sex Roles. 59(1-2), 127-137. https://doi.org/10.1007/s11199-008-9414-6
  • Levine, D., & O’Sullivan, M. (2010). Gender and images in the EFL textbook Talk a lot, Starter Book. The Journal and Proceedings of GALE, 3, 33-42. Retrieved from
  • https://gale-sig.org/website/galejournalv3.pdf
  • Lesikin, J. (2001). Determining Social Prominence: A Methodology for Uncovering Gender Bias in ESL Textbooks. In A. Hewings & H. D. Hall (Eds.), Innovation in English Language Teaching: A Reader. (pp. 275-283). New York: Routledge.
  • Littlejohn, A., & Windeatt, S. (1989). Beyond language learning: perspectives on materials design. In R. K. Johnson (Ed.), The second language curriculum. Cambridge: Cambridge University Press.
  • Ma, K. (1998). The representation of gender in current ESL reading materials. The ORTESOL Journal, 19, 1-22.
  • Michel, A. (1986). Down with Stereotypes! Eliminating Sexism from Children’s Literature and School Textbooks. Paris, France: UNESCO.
  • Mills, S., & Abolaji, S. M. (Eds.). (2015). Gender Representation in Learning Materials: International Perspectives. New York, Routledge.
  • Mineshima, M. (2008). Gender representations in an EFL textbook. Bulletin of Niigata Institute of Technology, 13, 121-140. Retrieved from http://hdl.handle.net/10623/20259
  • Porreca, K.L. (1984). Sexism in Current ESL Textbooks. TESOL Quarterly, 18(4), 705-724. https://doi.org/10.2307/3586584
  • Renner, C. E. (1997). Women are" Busy, Tall, and Beautiful": Looking at Sexism in EFL Materials. Retrieved from ERIC database. (ED411670).
  • Rifkin, B. (1998). Gender representation in foreign language textbooks: A case study of textbooks of Russian. The Modern Language Journal, 82(2), 217-236.
  • https://doi.org/10.1111/j.1540-4781.1998.tb01195.x
  • Sadker, D. (1999). Gender equity: Still knocking at the classroom door. Educational Leadership, 56(7), 22-27.
  • Sadker, D. M., & Zittleman, K. (2007). Practical strategies for detecting and correcting gender bias in your classroom. Gender in the classroom: Foundations, skills, methods, and strategies across the curriculum. In J. A. Banks & C. A. McGee Banks (Eds.). Multicultural Education: Issues and Perspectives. (pp. 137-153). New Jersey, USA: John Wiley & Sons, Inc.
  • Sakita, T. I. (1995). Sexism in Japanese English education: A survey of EFL texts. Women and Language, 13(2), 5. Questia, web, 05, April 2018.
  • Sunderland, J. (1992). Gender in the EFL classroom. ELT Journal, 46(1), 81-91. https://doi.org/10.1093/elt/46.1.81
  • Sunderland, J. (2000). New Understanding of Gender and Language Classroom Research: texts, teachers and student talk. Language Teaching Research, 4(2), 149-173. https://doi.org/10.1177/136216880000400204
  • Sunderland, J. (2015). Gender (Representation) in Foreign Language Textbooks: Avoiding Pitfalls and Moving On. In S. Mills & M. S. Abolaji (Eds.). Gender Representation in Learning Materials: International Perspectives. (pp. 19-34). New York: Routledge.
  • UNFPA (1994). Issue 7: Women Empowerment. Cairo: UNFPA. Retrieved from https://www.unfpa.org/fr/node/9551
  • Wodak, R (2002). What CDA is about - a summary of its history, important concepts and its developments. In R. Wodak & M. Meyer (Eds.). Methods of critical discourse analysis (pp. 1-13). London: Sage Publications, Ltd.
  • Women in EFL Materials (1991). On balance: guidelines for the representation of women and men in English language teaching materials. Retrieved from https://libcom.org/blog/balance-guidelines-representation-women-men-english-language-teaching-materials-28052014
  • Zerar, S., & Riche, B. (2014). Of the Representation of Women in the Algerian Textbooks of English. Humanities and Social Sciences Review, 3(4), 33-41. Retrieved from http://www.universitypublications.net/hssr/0304/html/B4R466.xml
There are 48 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Ziad Khalid This is me

Ouahmiche Ghania This is me

Publication Date October 1, 2019
Published in Issue Year 2019 Volume: 15 Issue: 3

Cite

APA Khalid, Z., & Ghania, O. (2019). Gender positioning in the visual discourse of Algerian secondary education EFL textbooks: Critical image analysis vs teachers’ perceptions. Journal of Language and Linguistic Studies, 15(3), 773-793. https://doi.org/10.17263/jlls.631510
AMA Khalid Z, Ghania O. Gender positioning in the visual discourse of Algerian secondary education EFL textbooks: Critical image analysis vs teachers’ perceptions. Journal of Language and Linguistic Studies. October 2019;15(3):773-793. doi:10.17263/jlls.631510
Chicago Khalid, Ziad, and Ouahmiche Ghania. “Gender Positioning in the Visual Discourse of Algerian Secondary Education EFL Textbooks: Critical Image Analysis Vs teachers’ Perceptions”. Journal of Language and Linguistic Studies 15, no. 3 (October 2019): 773-93. https://doi.org/10.17263/jlls.631510.
EndNote Khalid Z, Ghania O (October 1, 2019) Gender positioning in the visual discourse of Algerian secondary education EFL textbooks: Critical image analysis vs teachers’ perceptions. Journal of Language and Linguistic Studies 15 3 773–793.
IEEE Z. Khalid and O. Ghania, “Gender positioning in the visual discourse of Algerian secondary education EFL textbooks: Critical image analysis vs teachers’ perceptions”, Journal of Language and Linguistic Studies, vol. 15, no. 3, pp. 773–793, 2019, doi: 10.17263/jlls.631510.
ISNAD Khalid, Ziad - Ghania, Ouahmiche. “Gender Positioning in the Visual Discourse of Algerian Secondary Education EFL Textbooks: Critical Image Analysis Vs teachers’ Perceptions”. Journal of Language and Linguistic Studies 15/3 (October 2019), 773-793. https://doi.org/10.17263/jlls.631510.
JAMA Khalid Z, Ghania O. Gender positioning in the visual discourse of Algerian secondary education EFL textbooks: Critical image analysis vs teachers’ perceptions. Journal of Language and Linguistic Studies. 2019;15:773–793.
MLA Khalid, Ziad and Ouahmiche Ghania. “Gender Positioning in the Visual Discourse of Algerian Secondary Education EFL Textbooks: Critical Image Analysis Vs teachers’ Perceptions”. Journal of Language and Linguistic Studies, vol. 15, no. 3, 2019, pp. 773-9, doi:10.17263/jlls.631510.
Vancouver Khalid Z, Ghania O. Gender positioning in the visual discourse of Algerian secondary education EFL textbooks: Critical image analysis vs teachers’ perceptions. Journal of Language and Linguistic Studies. 2019;15(3):773-9.