Gender representation in Malaysian secondary school English language textbooks
DOI:
https://doi.org/10.25170/ijelt.v4i2.1570Keywords:
Gender, English language textbooks, content analysis, corpus-based analysis, stereo-typed rolesAbstract
This study was conducted to describe the representation of gender in Forms 1, 2, 3, and 4 English language textbooks in Malaysian secondary schools. Gender-biased materials have been reported to affect the motivation of students who go through the textbooks (Treichler and Frank, 1989). Computer analysis tools and manual analysis were used to perform content and linguistic analyses. These methods in addition to discourse analysis of the text books aided the researchers to disclose the predictable patterns of sexism in the textbooks in order to identify the existence and extent of stereotypes. The results clearly indicate there is an absolute gender bias with males outnumbering females. Further, certain nouns referring to males precede those referring to females; however, males almost exclusively turn out to represent negative characters.
References
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Narisawa, Y. & Yokotu, T. (1991). Portrayal of women I English textbooks in Japan. Paper presented at TESOL annual convention 1991, New York.
O'Neill, R. (1994). An international publisher's perspective. In Sunderland, J. (Ed.), Exploring Gender. London: Prentice Hall.
Plumm, K. M. (2006). Technology in the classroom: Burning the bridges to the gaps in gender-biased education? Computers & Education, doi:10.1016/j.compedu.2006.10.005
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Poulou, S. (1997). Sexism in the discourse roles of textbook dialogues. Language learning journal, 15, 68-73.
Schmitz, B. (1984). Guidelines for reviewing foreign language textbooks for sex bias. Women's studies quarterly, 12 (3), 7-9.
Seng, T. C. (2003). Gender: The missing factor in the selection of materials. In Mukundan, J. (Ed.), Readings on ELT Material. Serdang: Universiti Putra Malaysia Press.
Sunderland, J. (1994a). Introduction. In J. Sunderland, (Ed.), Exploring gender. London: Prentice Hall.
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Sunderland, J., Cowley, M., Abdul Rahim, F., Leontzakou, C., & Shattuck, J. (2001). From bias ``in the text'' to ``teacher talk around the text'' an exploration of teacher discourse and gendered foreign language textbook texts. Linguistics and education 11 (3), 251-286.
Swann, J., & Graddol, D. (1988). Gender inequalities in classroom talk. English in education, 22 (1), 48-65.
Talansky, S. (1986). Sex role stereotyping in TEFL teaching materials. Perspectives, 11 (3), 32-41.
Treichler, P. & Frank, F. (1989). Introduction: Scholarship, feminism, and language change. In F. Frank & P. Treichler (Eds.), Language, gender and professional writing; Theoretical approaches and guidelines for nonsexist usage (pp. 1-32). NY: MLA.
Alexander, L. (1985). Excel in English. Student Book 1. Harlow: Longman.
Alexander, L. (1986). Excel in English. Student Book 2. Harlow: Longman.
Alexander, L. (1987). Excel in English. Student Book 3. Harlow: Longman.
Amare, N. (2007). Where is she? Gender occurrences in online grammar guides. Research in the Teaching of English 42 (2), 163-187.
Bates, M. & Higgens, J. (1987). Welcome to English--Students' Book 1. Cairo: Egyptian International Publishing Co/ Longman.
Cameron, D. (Ed.). (1998). The feminist critique of language, (2nd ed.). London: Routledge.
Carroll, D. & Kowitz, J. (1994). Using concordancing techniques. In J. Sunderland, (Ed.), Exploring gender. London: Prentice Hall.
Cerezal, F. (1991). Gender discrimination and ELT textbooks. Paper presented at 25th ATEFL conference, Exeter.
Chandran, S. K. & Abdullah, M. H. (2003). Gender bias in Malaysian English language textbooks. In J. Mukundan, (Ed.), Readings on ELT material. Serdang: Universiti Putra Malaysia Press.
Cincotta, M. S. (1978). Textbooks and their influence on sex-role stereotype formation. Babel: Journal of the Australian Federation of MLTS Association, 14 (3), 24-29.
Davis, K. A. & Skilton-Sylvester, E. (2004). Looking back, taking stock, moving forward: investigating gender in TESOL. TESOL Quarterly 38 (3), 381-404.
Florent, J., Fuller, K., Pugsley, J. and Walter, C. (1994). Case study: On balance: Guidelines for the representation of women and men in English language teaching materials. In Sunderland, J. (Ed.), Exploring Gender. London: Prentice Hall.
Freire, P. (1970). Pedagogy of the Oppressed. New York: Herder & Herder.
Haines, D. (1994). An international publisher's perspective. In J. Sunderland, (Ed.), Exploring Gender. London: Prentice Hall.
Hartman, P., & Judd, E. (1978). Sexism and TESOL materials. TESOL Quarterly, 12 (4), 383-392.
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), 267-275.
Hennessy, M. (1994). Propagating half a species. In J. Sunderland, (Ed.), Exploring Gender. London: Prentice Hall.
http://en.wikipedia.org/wiki/Ethnic_groups_in_Malaysia#Key_demographic_rates
Jones, M., 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.
Kowitz, J. & Carroll, D. (1990). ELT textbooks--the hidden gender curriculum. Paper presented at 1990 IATEFL Conference, Dublin.
Lakoff, R. (1973). Language and women's place. Language in society, 2, 45-80.
Maltz, D. & Broker, R. (1982). A cultural approach to male-female miscommunication. In J. Gumperz, (Ed.), Language and social identity. Cambridge: CUP.
Mannheim, C. (1994). The boss was called Mr. Power. In Sunderland, J. (Ed.), Exploring Gender. London: Prentice Hall.
Mukundan, J. (2003). A Composite framework for ESL Textbook Evaluation. In J. Mukundan, (Ed.), Readings on ELT Material. Serdang: Universiti Putra Malaysia Press.
Mukundan, J. & Hussin, A. (2006). Exploration of Wordsmith 3.0 as a textbook writer's guide and as an evaluation instrument. In Mukundan, J. (Ed.), Focus on ELT material. Petaling Jaya: Pearson Malaysia Sdn. Bhd.
Narisawa, Y. & Yokotu, T. (1991). Portrayal of women I English textbooks in Japan. Paper presented at TESOL annual convention 1991, New York.
O'Neill, R. (1994). An international publisher's perspective. In Sunderland, J. (Ed.), Exploring Gender. London: Prentice Hall.
Plumm, K. M. (2006). Technology in the classroom: Burning the bridges to the gaps in gender-biased education? Computers & Education, doi:10.1016/j.compedu.2006.10.005
Porecca, K. (1984). Sexism in current ESL textbooks. TESOL Quarterly, 18 (4), 705-724.
Poulou, S. (1997). Sexism in the discourse roles of textbook dialogues. Language learning journal, 15, 68-73.
Schmitz, B. (1984). Guidelines for reviewing foreign language textbooks for sex bias. Women's studies quarterly, 12 (3), 7-9.
Seng, T. C. (2003). Gender: The missing factor in the selection of materials. In Mukundan, J. (Ed.), Readings on ELT Material. Serdang: Universiti Putra Malaysia Press.
Sunderland, J. (1994a). Introduction. In J. Sunderland, (Ed.), Exploring gender. London: Prentice Hall.
Sunderland, J. (1994b). Pedagogical and other filters. In Sunderland, J. (Ed.), Exploring Gender. London: Prentice Hall.
Sunderland, J., Cowley, M., Abdul Rahim, F., Leontzakou, C., & Shattuck, J. (2001). From bias ``in the text'' to ``teacher talk around the text'' an exploration of teacher discourse and gendered foreign language textbook texts. Linguistics and education 11 (3), 251-286.
Swann, J., & Graddol, D. (1988). Gender inequalities in classroom talk. English in education, 22 (1), 48-65.
Talansky, S. (1986). Sex role stereotyping in TEFL teaching materials. Perspectives, 11 (3), 32-41.
Treichler, P. & Frank, F. (1989). Introduction: Scholarship, feminism, and language change. In F. Frank & P. Treichler (Eds.), Language, gender and professional writing; Theoretical approaches and guidelines for nonsexist usage (pp. 1-32). NY: MLA.
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2008-10-31
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