Literaturnachweis - Detailanzeige
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 |
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 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 |