Gender Representation in EFL Textbooks in Saudi Arabia: A Fair Deal?

Amjjad Sulaimani

English Language Teaching, 2017, vol. 10, issue 6, 44

Abstract: This study explores gender representation in an international English as a Foreign Language (EFL) textbook that has been specifically adapted for the Saudi Arabian context. It aims to investigate gender frequencies in conversations in three dimensions- gender relations, subject positions, and contents. The quantitative data were analysed using critical discourse analysis (CDA) as a model. The results indicate that the textbook is biased in terms of gender. Women are underrepresented in the textbook. They have been totally excluded from half of the units in the textbook. Also, the equal relations between the two genders are limited to friendship. Although both genders are positioned in the same subjects and contents, women are less frequently characterised than men.

Date: 2017
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://ccsenet.org/journal/index.php/elt/article/download/68448/37121 (application/pdf)
https://ccsenet.org/journal/index.php/elt/article/view/68448 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:10:y:2017:i:6:p:44

Access Statistics for this article

More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().