Representation of Gendered Language in English Textbook for Indonesian Junior High School

Autor/inn/en	Suwastini, Ni Komang Arie; Wiraningsih, Putu; Adnyani, Kadek Eva Krisna
Titel	Representation of Gendered Language in English Textbook for Indonesian Junior High School
Quelle	In: International Journal of Language Education, 7 (2023) 1, S.94-119 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2548-8457
Schlagwörter	Gender Differences; English (Second Language); Second Language Learning; Second Language Instruction; Textbooks; Grade 7; Junior High School Students; Sexual Identity; Foreign Countries; Form Classes (Languages); Sex Stereotypes; Language Usage; Content Analysis; Sex Fairness; Consciousness Raising; Interpersonal Communication; Indonesia + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Textbook; Text book; Schulbuch; Lehrbuch; School year 07; 7. Schuljahr; Schuljahr 07; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Geschlechtsidentität; Sexuelle Identität; Ausland; Analytischer Sprachbau; Sprachgebrauch; Inhaltsanalyse; Sexualaufklärung; Bewusstseinsbildung; Interpersonale Kommunikation; Indonesien
Abstract	As gender constructs could be disseminated through language, English textbooks could be a fertile arena to maintain or deconstruct traditional gender constructs. Since seventh grade students are in their stage to assert their sexual identity, their exposure to English textbook could affect their perception of gendered positions in the society. The present study purposefully aimed to analyzed the language used in English textbook for Grade 7, because the book was published by the Indonesian Ministry of National Education and recommended to be used nationally in public schools in Indonesia. Designed as a descriptive qualitative study, the dialogues and monologues in the textbook were examined to reveal the stereotyped concepts of gender and the deconstruction of the stereotyped concepts of gender. The data were observed under categories on deficit, dominance, and difference approach by Lakoff, supported by critical perspective of language and gender from Coates. The result of the study revealed that the textbook represents gendered language stereotypes in the use of lexical hedges and fillers, empty adjectives, intensifier along with male domination in the conversation. 'Male firstness' pattern of mentioning names, choice of topics, and focus of the conversation. However, the book has also included efforts to deconstruct the stereotypes through the deconstruction of conflict versus compromise and tag question usage. The results implies that future textbooks should include more deconstructions of gender stereotypes through language use, while teachers should use the present book with more critical approach to raise awareness about gender equity, especially through language use. (As Provided).
Anmerkungen	International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01