GENDER REPRESENTATION IN LANGUAGE TEXTBOOKS

Textbooks and teaching materials play a key role in the learning process as well as both formal and hidden curricula. The hidden curriculum relating to gender biases transmitted to students may influence not only their conceptualisation of gender roles, but also their personal growth, cognitive development, and identities involving their academic and career choices. This paper aims to discuss the hidden curriculum of language textbooks and teaching materials with a specific focus on gender representation. First, it gives a critical account of empirical studies, and this will be followed by an analysis of a textbook which explores gender representation in a commercial English listening and speaking textbook (Real Listening and Speaking 4). Focusing on gender stereotyping, gender visibility, use of gender-biased language, address titles, and firstness, a quantitative content analysis was carried out. While the results indicate that the textbook maintains stereotypical depictions of gender roles, the gender equality is reflected in the form of balanced female and male visibility and the use of gender-neutral language, non-asymmetrical address titles and firstness. This study also provides some implications for language teaching and the development of future materials.