Gender Positioning in the Visual Discourse of Algerian Secondary Education EFL Textbooks: Critical Image Analysis vs Teachers' Perceptions

Autor/inn/en	Khalid, Ziad; Ghania, Ouahmiche
Titel	Gender Positioning in the Visual Discourse of Algerian Secondary Education EFL Textbooks: Critical Image Analysis vs Teachers' Perceptions
Quelle	In: Journal of Language and Linguistic Studies, 15 (2019) 3, S.773-793 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Khalid, Ziad) ORCID (Ghania, Ouahmiche)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Teacher Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Gender Bias; Textbooks; Content Analysis; Illustrations; Secondary School Students; Gender Differences; Language Teachers; Nonverbal Communication; Algeria + Suchen Sie Ihr Suchwort? Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Geschlechterstereotyp; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Bildliche Darstellung; Sekundarschüler; Geschlechterkonflikt; Language teacher; Sprachunterricht; Non-verbal communication; Nonverbale Kommunikation; Algerien
Abstract	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. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01