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Gender Representation in Secondary and High School EFL Coursebooks

Yıl 2021, , 408 - 426, 15.11.2021
https://doi.org/10.29250/sead.973700

Öz

This study investigates representation of male and female characters in the reading texts of English language coursebooks in the Turkish secondary and high school context. In order to examine the gender representation in reading texts, Hallidayan transitivity analysis was used; texts were analysed to to investigate representation of female and male characters as agents and the assignment of experiential processes to these characters. The findings show that as the students move up in their formal education and as the reading texts become more advanced and lengthier, the number of male agents increase radically. In addition, the agents in the most common two processes used in the reading texts are found to be predominantly male, while the remaining three processes identified were distributed between male and female agents more evenly. However, it is also found that there was still a general trend to assign agency to male characters in lengthier and more advanced texts of later years overall. The findings have implications for teachers as well as coursebook writers.

Kaynakça

  • Arıkan, A. (2005). Age, gender and social class in ELT coursebooks: A critical study. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 29-38.
  • Aydınoğlu, N. (2014). Gender in English language teaching coursebooks. Procedia – Social and Behavioural Sciences, 158, 233-239.
  • Beiki, M. & Gharahguzlu, N. (2017). The analysis of Iranian English school text book: A CDA study based on Norman Fairclough’s 2001 Model. International Journal of Humanities and Cultural Studies, 4(1), 55-67.
  • Bloor, M. & Bloor, T. (2007). The Practice of Critical Discourse Analysis: An Introduction. London, UK: Rotledge
  • Bloor, T. & Bloor, M. (2013). The Functional Analysis of English: A Hallidayan Approach. London, UK: Routledge.
  • Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education. London, UK: Routledge.
  • Dahmardeh, M. & Kim, S. (2020). Gender representation in Iraninan English language coursebooks: Is sexism still alive? English Today, 36(1), 12-22.
  • 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.
  • Duman, D. (2011). Gender Politics in Turkey and the Role of Women’s Magazines: A Critical Outlook to the Early Republican Era. Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi, 28(1), 75-92
  • Fowler, R. (1991). Language in the News: Discourse and Ideology in the Press. London, UK: Routledge
  • Fowler, R. & Kress, G. (2019). Critical linguistics, in R. Fowler, B. Hodge, G. Kress & T. Trew (eds.) Language and Control [ePUB version]. London, UK: Routledge.
  • Ghajarieh, A. & Salami, A. (2016). Gendered representations of male anf female actors in Iranian educational materials, Gender Issues, 33 (3), 258-270.
  • Javani, T. & Tahriri, A. (2018). The Representation of Male and Female Social Actors in Prospect EFL Series of Iranian Junior High School: A CDA Perspective. International Journal of English Language & Translation Studies. 6(4). 15-23.
  • Lewandowski, M. (2014). Gender stereotyping in EFL grammar textbooks. A diachronic approach. Linguistik Online, 68 (6), 83-99.
  • Nalan, K., Işıl, A. & Senem, G. (2018). The representation of gender in Turkish as a foreign language (TFL) coursebooks. Encuentro. 27, 96-111.
  • Opara, S. (2012). Transitivity systems in selected narrative discourse, International Journal of Arts and Commerce, 1(7), 109-121.
  • Roohani, A. & Heidari, N. (2012). Evaluating instructional textbook: A critical discourse perspective. Issues in Language Teaching, 1(1), 123-158.
  • Sealey, A. & Carter, B. (2004). Applied Linguistics as Social Science. London, UK: Continuum.
  • Söğüt, S. (2018). Gender representations in high school EFL coursebooks: An investigation of job and adjective attributions. Abant izzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(3), 1722-1737.
  • Teliousi, V., Zafiri, M, & Pliogou, V. (2020). Occupation and gender stereotypes in primary school: The case of the English language coursebooks in Greek primary schools. Universal Journal of Educational Research, 8(4), 1135-1148.
  • Trew, T. (2019). Theory and ideology at work, in R. Fowler, B. Hodge, G. Kress & T. Trew (eds.) Language and Control (ePUB version), London, UK: Routledge.
  • Törnberg, A. & Törnberg, P. (2016). Combining CDA and topic modelling: Analyzing discursive connections between Islamophobia and anti-feminisim on an online forum. Discourse & Society, 27(4), 401-422.
  • United States. War Food Administration (1944). Of course I can!; I'm patriotic as can be - And ration points won't worry me! [Advertisement]. Retrieved from https://digital.library.illinois.edu/items/9dc2b810-0d92-0135-23f6-0050569601ca-7#?c=0&m=0&s=0&cv=0&r=0&xywh=-6249%2C-468%2C18051%2C8533 Whorf, B. L. (1974). Science and linguistics, in J. B. Carroll (ed.) Language, Thought, and Reality: Selected Writings of Benjamin Lee Whorf. Massachusetts: The M.I.T. Press. pp. 207-219.
  • Wodak, R. & Meyer, M. (2009). Critical discourse analysis: History, agenda, theory and methodology, in R. Wodak & M. Meyer (eds.) Methods of Critical Discourse Analysis. (pp, 1-33).
  • Yaghoubi-Notash, M. & Nouri, Z. (2016). Inclusion/excluision and role allocation in marketized EFL syllabus: Gender from CDA perspective. Journal of Language Teaching and Research, 7(1), 110-117.
  • Zulkifli, C. N. (2015). The construction of career women in Cleo: Critical discourse analysis. Procedia-Social and Behavioural Science, 208, 53-59.

Gender Representation in Secondary and High School EFL Coursebooks

Yıl 2021, , 408 - 426, 15.11.2021
https://doi.org/10.29250/sead.973700

Öz

This study investigates representation of male and female characters in the reading texts of English language coursebooks in the Turkish secondary and high school context. In order to examine the gender representation in reading texts, Hallidayan transitivity analysis was used; texts were analysed to to investigate representation of female and male characters as agents and the assignment of experiential processes to these characters. The findings show that as the students move up in their formal education and as the reading texts become more advanced and lengthier, the number of male agents increase radically. In addition, the agents in the most common two processes used in the reading texts are found to be predominantly male, while the remaining three processes identified were distributed between male and female agents more evenly. However, it is also found that there was still a general trend to assign agency to male characters in lengthier and more advanced texts of later years overall. The findings have implications for teachers as well as coursebook writers.

Kaynakça

  • Arıkan, A. (2005). Age, gender and social class in ELT coursebooks: A critical study. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 29-38.
  • Aydınoğlu, N. (2014). Gender in English language teaching coursebooks. Procedia – Social and Behavioural Sciences, 158, 233-239.
  • Beiki, M. & Gharahguzlu, N. (2017). The analysis of Iranian English school text book: A CDA study based on Norman Fairclough’s 2001 Model. International Journal of Humanities and Cultural Studies, 4(1), 55-67.
  • Bloor, M. & Bloor, T. (2007). The Practice of Critical Discourse Analysis: An Introduction. London, UK: Rotledge
  • Bloor, T. & Bloor, M. (2013). The Functional Analysis of English: A Hallidayan Approach. London, UK: Routledge.
  • Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education. London, UK: Routledge.
  • Dahmardeh, M. & Kim, S. (2020). Gender representation in Iraninan English language coursebooks: Is sexism still alive? English Today, 36(1), 12-22.
  • 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.
  • Duman, D. (2011). Gender Politics in Turkey and the Role of Women’s Magazines: A Critical Outlook to the Early Republican Era. Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi, 28(1), 75-92
  • Fowler, R. (1991). Language in the News: Discourse and Ideology in the Press. London, UK: Routledge
  • Fowler, R. & Kress, G. (2019). Critical linguistics, in R. Fowler, B. Hodge, G. Kress & T. Trew (eds.) Language and Control [ePUB version]. London, UK: Routledge.
  • Ghajarieh, A. & Salami, A. (2016). Gendered representations of male anf female actors in Iranian educational materials, Gender Issues, 33 (3), 258-270.
  • Javani, T. & Tahriri, A. (2018). The Representation of Male and Female Social Actors in Prospect EFL Series of Iranian Junior High School: A CDA Perspective. International Journal of English Language & Translation Studies. 6(4). 15-23.
  • Lewandowski, M. (2014). Gender stereotyping in EFL grammar textbooks. A diachronic approach. Linguistik Online, 68 (6), 83-99.
  • Nalan, K., Işıl, A. & Senem, G. (2018). The representation of gender in Turkish as a foreign language (TFL) coursebooks. Encuentro. 27, 96-111.
  • Opara, S. (2012). Transitivity systems in selected narrative discourse, International Journal of Arts and Commerce, 1(7), 109-121.
  • Roohani, A. & Heidari, N. (2012). Evaluating instructional textbook: A critical discourse perspective. Issues in Language Teaching, 1(1), 123-158.
  • Sealey, A. & Carter, B. (2004). Applied Linguistics as Social Science. London, UK: Continuum.
  • Söğüt, S. (2018). Gender representations in high school EFL coursebooks: An investigation of job and adjective attributions. Abant izzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(3), 1722-1737.
  • Teliousi, V., Zafiri, M, & Pliogou, V. (2020). Occupation and gender stereotypes in primary school: The case of the English language coursebooks in Greek primary schools. Universal Journal of Educational Research, 8(4), 1135-1148.
  • Trew, T. (2019). Theory and ideology at work, in R. Fowler, B. Hodge, G. Kress & T. Trew (eds.) Language and Control (ePUB version), London, UK: Routledge.
  • Törnberg, A. & Törnberg, P. (2016). Combining CDA and topic modelling: Analyzing discursive connections between Islamophobia and anti-feminisim on an online forum. Discourse & Society, 27(4), 401-422.
  • United States. War Food Administration (1944). Of course I can!; I'm patriotic as can be - And ration points won't worry me! [Advertisement]. Retrieved from https://digital.library.illinois.edu/items/9dc2b810-0d92-0135-23f6-0050569601ca-7#?c=0&m=0&s=0&cv=0&r=0&xywh=-6249%2C-468%2C18051%2C8533 Whorf, B. L. (1974). Science and linguistics, in J. B. Carroll (ed.) Language, Thought, and Reality: Selected Writings of Benjamin Lee Whorf. Massachusetts: The M.I.T. Press. pp. 207-219.
  • Wodak, R. & Meyer, M. (2009). Critical discourse analysis: History, agenda, theory and methodology, in R. Wodak & M. Meyer (eds.) Methods of Critical Discourse Analysis. (pp, 1-33).
  • Yaghoubi-Notash, M. & Nouri, Z. (2016). Inclusion/excluision and role allocation in marketized EFL syllabus: Gender from CDA perspective. Journal of Language Teaching and Research, 7(1), 110-117.
  • Zulkifli, C. N. (2015). The construction of career women in Cleo: Critical discourse analysis. Procedia-Social and Behavioural Science, 208, 53-59.
Toplam 26 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Simla Course 0000-0003-2977-853X

Yayımlanma Tarihi 15 Kasım 2021
Gönderilme Tarihi 22 Temmuz 2021
Kabul Tarihi 12 Kasım 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Course, S. (2021). Gender Representation in Secondary and High School EFL Coursebooks. The Journal of Limitless Education and Research, 6(3), 408-426. https://doi.org/10.29250/sead.973700

29844

17775


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