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A Proverb Learned Is A Proverb Earned: Future English Teachers' / Experiences Of Learning English Proverbs In Anatolian Teacher Training High Schools In TurkeyCan, Nilufer 01 July 2011 (has links) (PDF)
This thesis investigates future English teachers&rsquo / experiences of learning English proverbs in Anatolian Teacher Training High Schools (ATTHS) in Turkey. In order to reveal the situation about proverb teaching in English language classrooms in ATTHS, students&rsquo / opinions are sought and coursebooks are analysed. In doing this, this study aims to find out EFL teacher trainees&rsquo / attitudes towards learning and teaching English proverbs, their conceptualization of proverbs, their thoughts about their knowledge and use of English proverbs, and perceptions about how sufficiently their English teachers and coursebooks at high school taught them English proverbs. This study also aims to uncover how the English coursebooks they used in ATTHS teach proverbs. To achieve these aims, a questionnaire is administered to 187 freshman ELT students / a semi-structured interview is conducted with volunteers and the coursebooks used by the majority are examined using an analysis form and a checklist. As a result, it is found that those teacher trainees have positive attitudes towards learning and teaching English proverbs, think that they do not have enough knowledge of English proverbs and that their English teachers and coursebooks did not teach proverbs sufficiently. Moreover, the participants&rsquo / conceptualization of proverbs reflects traditional definitions. Besides, coursebook analysis reveals that while the examined local coursebooks contain almost no proverbs at all, the analysed international coursebooks include a relatively bigger number of proverbs. However, except for some of the semantic and cultural aspects of proverbs, there is hardly any explicit reference to other aspects of proverbs in all the coursebooks examined.
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Reading Literature : A Study of the Significance of Literature in Language Education / Läsa litteratur : En studie om betydelsen av litteratur i språkundervisningenSjöström, Malin January 2017 (has links)
The aim with this study is to find out the role of literature in language education. More specifically, this essay focuses on discovering how literature can be used to learn and acquire the English language. The study will show how reading literature can benefit students’ proficiency. The paper is based on two parts. The first part is an interview section where four English teachers have been interviewed in order to learn what teachers’ thoughts are on the role of literature in the courses in English. The teachers that have taken part in the study work at the same school in a smaller municipality. The second part of the study examines the availability of literary material in three current ELT coursebooks that the interviewees use in their teaching. This was done by a page-by-page analysis of the coursebooks. The results of the interviews suggest that through reading literature students can acquire skills such as expanded vocabulary and proficiency. Moreover, the study shows that the coursebooks available to the teachers fail to provide enough reading material, nonfictional or fictional, to develop the proficiency the authors of the coursebooks claim students will acquire by using their coursebooks. / Denna studie ämnar undersöka litteraturens roll i språkundervisningen. Mer specifikt fokuserar studien på att undersöka hur litteratur kan vara ett verktyg för att lära sig engelska. Studien ämnar visa hur läsning kan främja elevers språkliga förmåga. Uppsatsen är uppdelad i två delar. Första delen fokuserar på resultaten av intervjuer med fyra engelsklärare som ger sina åsikter om litteraturens roll i engelskundervisningen. Lärarna som har deltagit i studien jobbar på samma skola i ett mindre samhälle. Den andra delen studerar det litterära materialet i tre läroböcker som lärarna använder i sin undervisning. Detta gjordes genom att analysera läromedlen sida för sida. Resultaten antyder att elever genom att läsa litteratur kan utveckla ett flertal förmågor, bland annat få ett större ordförråd och utveckla sin språkliga förmåga. Studien antyder också att läromedlen som lärarna använder sig av inte lyckas att förse lärarna med tillräckligt många litterära texter för att eleverna ska kunna utveckla sin språkliga förmåga till den grad läromedelsförfattarna påstår att de kan genom att använda deras läromedel.
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[en] ENGLISH TEACHING COURSE BOOKS IN A SOCIODISCURSIVE PERSPECTIVE: CULTURES, IDENTITIES AND POST MODERNITY / [pt] O LIVRO DIDÁTICO DE INGLÊS EM UMA ABORDAGEM SÓCIO-DISCURSIVA: CULTURAS, IDENTIDADES E PÓS-MODERNIDADEROGÉRIO TILIO 16 August 2006 (has links)
[pt] A presente tese de doutorado tem como objetivo
investigar
o discurso dos
livros didáticos de ensino de inglês como língua
estrangeira e sua relação com a
construção de identidades sociais dos alunos. Buscando
verificar como estes livros
representam sócio-discursivamente o mundo e os contextos
culturais relacionados
à língua alvo; observar em que medida oferecem
oportunidades de voz aos alunos;
e como situam-se em relação ao ensino e aprendizagem da
língua inglesa, esta
pesquisa adota uma teoria de linguagem de base sistêmico-
funcional, uma
perspectiva sócio-interacionista de ensino e
aprendizagem
e uma abordagem
crítica de discurso e de cultura. A partir de uma visão
não-essencialista das
identidades e considerando a sociedade inserida na pós-
modernidade, este
trabalho analisa doze livros de ensino de inglês, de
seis
séries didáticas, nos níveis
iniciante e intermediário. Os livros foram selecionados
de
acordo com parâmetros
de variação quanto aos seus objetivos comunicativos,
público alvo, local e data de
publicação, bem como mercados consumidores. Os tópicos e
os contextos
culturais foram investigados para identificar a visão de
mundo representada em
cada livro (metafunção ideacional); as atividades
propostas foram relacionadas
aos papéis sociais imaginados pelo autor para os
usuários
projetados do livro e às
oportunidades para o aluno mostrar sua voz (metafunção
interpessoal); e a
organização estrutural do material (metafunção textual)
foi estudada com a
finalidade de identificar as crenças do autor em relação
ao processo de ensino e
aprendizagem de inglês como língua estrangeira. A
análise
do corpus mostrou que
as escolhas dos tópicos e dos contextos culturais
propiciam uma visão de mundo
que pode induzir os alunos a adotar determinadas
identidades que são
apresentadas como certas, socialmente aceitas e
legitimadas nos livros. Os
resultados apontam para uma visão de mundo, em oito dos
doze livros,
americanizada e europeizada, sendo o status e a
visibilidade determinantes de sucesso, tal como na
sociedade pós-moderna. A organização dos livros
didáticos,
muitas vezes tematizando o componente gramatical, mostra
que os autores, em
sua maioria, vêm o processo de ensino e aprendizagem
como
um conjunto de
regras formais a serem apreendidas e reproduzidas e não
como uma forma de agir
no mundo. A análise das atividades propostas mostrou que
há pouco espaço para a
cultura dos aprendizes e poucas oportunidades para que
mostrem sua voz e
exerçam livremente suas identidades. Os resultados da
pesquisa apontam para a
importância da discussão das questões relevantes ligadas
ao uso do livro didático
e necessidade de conscientização dos alunos, professores
e
pesquisadores quanto à
força social e discursiva destes materiais, que podem
interferir na construção de
identidades, de mundos e de crenças. / [en] The purpose of this research is to investigate the
discourse of English as
foreign language coursebooks and its relation to students´
construction of social
identities. In order to observe socio-discursively how
these books represent the
world and the cultural contexts related to the English
language; to investigate the
extent to which they offer voice opportunities to
students; and to identify the
beliefs they reflect concerning the teaching and learning
of English, this thesis
adopts a systemic-functional approach to language, a socio-
interactionist view of
teaching and learning and a critical perspective of
discourse and culture. Adopting
a non-essentialist view of social identities and
considering the insertion of society
in post modernity, this research analyzes twelve English
coursebooks, from six
different series, at beginner and intermediate levels.
Books were selected
according to variation parameters involving communicative
objectives, target
audience, both place and date of publication, and consumer
market. Topics and
cultural contexts were investigated to identify the world
view expressed in each
book (ideational metafunction); exercises and activities
were both related to the
social roles imagined for projected book users and to
students´ voice opportunities
(interpersonal metafunction); finally, the structural
organization of the materials
(textual metafunction) was studied to identify authors´
beliefs concerning the
teaching and learning of English as a foreign language.
The analysis showed that
the choice of topics and cultural contexts provides a
world view that may lead
students to adopt certain identities which are presented
as the right ones, socially
acceptable and legitimated in several books. Results also
indicate, in eight out of
the twelve books analyzed, the representation of an
American and European world
view, where status and visibility are crucial to success,
in accordance with post
modern society. The organization of the materials, which
generally thematize
grammar, shows that most authors understand the teaching
and learning process as a set of formal rules to be
apprehended and reproduced, rather than a way of
acting in the world. The analysis of the exercises and
activities showed that there
is little space for learners´ cultures and few
opportunities for them to show their
voice and perform their identities freely. Results of this
research point to the
importance of discussing these issues and making students,
teachers and
researchers who deal with coursebooks aware of the social
and discursive force
inherent to the materials, which can interfere with the
construction of identities,
worlds and beliefs.
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[en] DISCOURSE GENRES IN ENGLISH AS A FOREIGN LANGUAGE COURSE BOOKS: REPRESENTATIONS AND PEDAGOGICAL IMPLICATIONS / [pt] OS GÊNEROS DISCURSIVOS EM LIVROS DIDÁTICOS DE INGLÊS COMO LÍNGUA ESTRANGEIRA: REPRESENTAÇÕES E IMPLICAÇÕES PEDAGÓGICASSOLIMAR PATRIOTA SILVA 06 October 2006 (has links)
[pt] O objetivo deste estudo é identificar gêneros discursivos
(Johns 1997, 2002) em
livros didáticos de ensino de inglês destinados a alunos
iniciantes, e analisar as suas
representações nestes materiais. A partir do pressuposto
teórico de que toda
comunicação só se faz possível através de algum gênero
discursivo (Bakhtin, [1979]
2000; Kress, 1993; Meurer, 2000), nesta dissertação
consideramos que o ensino de
uma língua estrangeira deve também se basear no
desenvolvimento da competência
no uso de gêneros (Parâmetros Curriculares Nacionais,
1996). Com foco nestas
questões, este trabalho analisa três livros didáticos de
inglês de nível iniciante, os
quais foram selecionados de acordo com parâmetros
relativos à variedade de inglês
representada, ao público alvo, ao uso em instituições do
Rio de Janeiro, às editoras e
datas de publicação. A identificação e análise da
freqüência dos gêneros do discurso
escrito foram feitas a partir de atividades de leitura e
escrita, por estas configuraremse
como locais prováveis para sua apresentação nos livros
didáticos para ensino de
línguas. Os resultados da pesquisa indicam que há poucos
gêneros da escrita
representados nos livros didáticos de inglês para
iniciantes, havendo predominância
de tipos textuais (Marcuschi, 2002); além disso, quando
estão representados, seu
formato ou convenções lingüísticas são, muitas vezes,
diferentes do seu uso. Quanto à
inclusão dos gêneros em atividades de escrita e leitura, a
análise mostrou que eles são
mais freqüentes nas últimas, e que nas atividades de
escrita têm como função o
reforço de pontos gramaticais. Os textos propostos nestas
atividades são geralmente
compatíveis com o modelo de processamento de escrita
baseado apenas na
reprodução do conhecimento (knowledge telling),
caracterizando-se como textos
curtos e simples, sem exigir a transformação do
conhecimento (knowledge transforming) (Bereiter &
Scardamalia, 1987). Estes resultados indicam que
conhecimentos prévios, ligados ao uso de gêneros
discursivos em língua materna, são
pouco considerados no ensino da língua estrangeira e que o
ensino de inglês para
iniciantes ainda não tem como foco principal os gêneros
discursivos. As implicações
pedagógicas desta pesquisa remetem à necessidade de se
refletir sobre o papel do
livro didático, uma vez que ele é o canal que possibilita
que múltiplos gêneros sejam
levados à sala de aula. Discute-se também a necessidade de
uma atitude críticoreflexiva
do professor face ao uso deste livro didático de inglês no
ensino de gêneros. / [en] The purpose of this study is to identify discourse genres
(Johns, 1997; 2002) in
English course books for elementary students and to
analyze their representation in
these materials. Based on the assumption that
communication is only possible
through discourse genres (Bakhtin, 2000; Kress, 1993;
Meurer, 2000), in this
dissertation we consider that foreign language teaching
should also take the
development of genre competence as an essential point
(National Curriculum
Parameters - PCN, 1996). In order to investigate these
issues, this research analyzes
three English course books for elementary students which
were selected according to
variety of English, target audience, adoption in Rio de
Janeiro language schools,
publishers and date of publication. Written discourse
genre identification and
frequency analysis were performed in reading and writing
activities which were
considered as probable sites for genre presentation in
English teaching course books.
Results of this research indicate that there are few
written genres represented in the
analyzed elementary books, with a higher frequency of text
types (Marcuschi, 2002).
In these representations, however, genre format and
linguistic conventions are many
times not in accordance with actual genre use. Concerning
the presentation of genres
in reading and writing activities, the analysis has shown
that they are more frequent in
the former, and used as grammar reinforcement in the
latter. In addition, texts
observed in these activities were characterized as
compatible with the knowledge
telling model of the writing process (Bereiter &
Scardamalia, 1987), being short and
simple, not requiring any knowledge transforming. These
results point towards the
conclusion that students´ previous knowledge of genre use
in their native language is scarcely taken into
consideration in the teaching of a foreign language and
that the
teaching of English for beginners is not yet focusing on
discourse genres.
Pedagogical implications of this research indicate the
need to reflect upon the role of
the course book in teaching, once it is the channel that
enables multiple genres to be
taken into classrooms. The need for teachers´ critical and
reflective attitude towards
the use of English course books in the teaching of genres
is also discussed.
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The Relevance of Social Class : A Content Analysis of EFL Coursebooks for Swedish Upper Secondary School / The Relevance of Social Class : A Content Analysis of EFL Coursebooks for Swedish Upper Secondary SchoolAndersson, Andreas January 2023 (has links)
This study focuses on social class in Swedish EFL coursebooks. The aim is to investigate what different social classes are represented and how much space they are given, as well as how they are portrayed in three Swedish EFL coursebooks aimed at English 5 for upper secondary school. The selected coursebooks Viewpoints 1, Blueprint A 3.0, and Pioneer 1 have been analyzed using qualitative content analysis, focusing on texts and images presented in the materials. The analysis emanates from Neo-Marxist theory in order to point to different social class conditions. The results show lower-, middle-, and upper-class representation to various degrees. Mostly the lower class and upper class are visible, while the middle class is underrepresented. The lower class, in most cases, is shown together with the upper class in exploitative circumstances. This is made apparent through the lower class, in most cases, lacking the ability to decide for themselves in relation to their upper-class counterparts. Further, this indicates that the upper class rules the world on behalf of the lower class. Meanwhile, when the middle class is shown, they are mainly depicted through overconsumption, and as victims of upper-class dominance. Despite previous research showing the importance of social class on a global, European and Swedish scale, the coursebooks somewhat disregard its importance in different texts and images.
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Gender Representations In Elt Coursebooks:a Comparative StudyYilmaz, Elvan 01 September 2012 (has links) (PDF)
ABSTRACT
GENDER REPRESENTATIONS IN ELT COURSEBOOKS: A COMPARATIVE STUDY
Yilmaz, Elvan
M.A., Department of English Language Teaching Supervisor: Prof. Dr. Hü / snü / Enginarlar
September 2012, 135 pages
In all educational institutions ELT coursebooks are used as a guide to teach the language. However, the role of a coursebook as an agent of socialization and its effect on the development of gender roles is usually underestimated. Gender biased coursebooks might affect the learners in a negative way in the process of gender socialization. Most coursebook writers revise the first editions of the coursebooks in order to modernize them and to meet the needs of the learners in a changing world.
The aim of this thesis is to investigate whether writers and publishers take the gender issue into consideration while they are revising the coursebooks. In order to address this issue, three recently revised English language coursebooks were compared with their first editions. To be able to compare the coursebooks, their contents were analyzed. Six operating areas of gender stereotypes were set as the categories of the content analysis / presence of female and male characters in the coursebooks, the number of characters represented as family members, distribution of occupational activities, division of household activities, variety of leisure activities and the adjectives used to describe each gender.
Throughout the whole study it was observed that the representations of female and male characters in the first editions were closer to the stereotypical representations. By contrast, in the last editions the representations of the genders have ideally become more balanced in all investigated categories of gender stereotypes.
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[en] INTERACTION AND PEDAGOGICAL PRACTICE AS MEDIATORS OF VOCABULARY LEARNING IN CLASSES OF ENGLISH AS A SECOND LANGUAGE / [pt] A INTERAÇÃO E AS ATIVIDADES PEDAGÓGICAS COMO MEDIADORES NA APRENDIZAGEM DE VOCABULÁRIO EM AULAS DE INGLÊS COMO SEGUNDA LÍNGUAPAULA SILVEIRA GARDEL 15 May 2006 (has links)
[pt] Nesta dissertação, investigo o processo de aprendizagem
lexical em
segunda língua no contexto de uma sala de aula. Meu
objetivo é entender a
relação entre a interação em sala de aula e as atividades
de vocabulário do
material didático e como esses dois mediadores influenciam
a construção de
conhecimento lexical dos alunos. Para tal investigação,
conduzi trabalho de
campo em duas turmas de inglês básico constituídas de
alunos entre 12 e 13 anos.
Gravei e transcrevi em áudio e vídeo aulas de dois módulos
do programa para a
análise da interação. Analisei também as atividades de
vocabulário do material
impresso utilizado nas aulas (livro didático e material de
apoio). Dentre outros
achados, a análise indicou que alunos e professores
recorrem com freqüência a
práticas conversacionais como a conversa instrucional, o
andaimento e a
contribuição individual para a construção de significado.
Porém, isso
normalmente acontece quando há um afastamento da atividade
proposta do livro.
Também foi observado que o material didático cria o mapa
semântico para alunos
e professor, provendo o vocabulário e oportunidades para a
recuperação deste. De
uma forma geral, as atividades de vocabulário do livro
didático abrangem todos os
aspectos e níveis de conhecimento da palavra. No entanto,
as atividades de
vocabulário cuja proposta é o uso em contextos múltiplos
estão restritas à
apresentações orais e encenações, o que restringe o uso
espontâneo do
vocabulário aprendido. / [en] This dissertation investigates the process of learning
vocabulary in a
second language in a classroom environment. Its objective
is to understand the
relationship between the classroom interaction and the
vocabulary activities found
in the textbook, as well as how these mediators affect the
construction of lexical
knowledge. To achieve this, two classes of basic English
formed by 12 and 13
year-old students have been analysed. The data include the
printed exercises of
vocabulary used in class (textbook and other supporting
material), field
observation, video-tapes and transcription of
interactions. Among other results,
the analyses have indicated that students and teachers
often use conversational
strategies, like instructional conversation, scaffolding
and individual contribution,
to construct meaning. However, these strategies usually
happen when there is a
break in the activity suggested by the book. They have
also shown that the
textbook creates a semantic map for students and teachers,
providing the
vocabulary and opportunities to review it. Generally, the
vocabulary activities in
the textbook cover all the aspects and levels of knowledge
of words, but the
activities of generative use seem to be restricted to oral
presentations and
roleplays, which implies non-spontaneous use of the
learned vocabulary.
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Matematisk begåvning och läroboken : En analys av läromedel för gymnasietAndersson, Kristin January 2018 (has links)
Läromedlet spelar en stor roll i matematikundervisningen i den svenska skolan. På grund av att de har en sådan betydande roll för elevernas möjlighet att träna och befästa deras matematiska kunskaper och förmågor finns det höga krav på att läromedlet ska kunna tillgodose alla elevers behov i klassrummet. Trots detta finns det inte längre någon statlig läromedelsgranskning, något som innebär att det jobbet är upp till lärarna istället. Enligt skollagen ska undervisningen i skolan bidra till kunskapsutveckling för samtliga elever, oavsett tidigare kunskapsnivå. För matematiken innebär det att de uppgifter och problem som eleverna jobbar med måste kunna tillgodose behoven hos elever med svårigheter så väl som med begåvning. Denna studie har undersökt i vilken utsträckning fyra läromedel i matematik för gymnasieskolan kan ge stöd åt matematiskt begåvade elever. Resultatet av studien visar att läromedlen täcker något eller några av de kriterier som forskning visat ger stöd åt matematiskt begåvade elever. På samma gång är det viktigt att understryka att resultatet av studien endast visar potentialen läromedlen har, det är fortfarande upp till lärare att ta tillvara på det material som finns dem tillhanda och använda det på ett sådant sätt att det bidrar till begåvade elevers kunskapsutveckling. / The coursebook plays a key role in the mathematics education in the Swedish school. Because it has such an important role in the students’ abilities to practice and fortify their mathematical knowledge and abilities, there are high standards to be met for the coursebook to accommodate all of the students’ needs in the classroom. Despite this, there is no national review of coursebooks, which means that it is up to the teachers themselves to review them. According to the law, the education in schools should contribute to knowledge development to all students, regardless of their prior level of knowledge. For the subject mathematics, this means that the exercises and tasks being worked on by the students need to meet the needs of students with difficulties as well as giftedness. This study has examined to what extent four coursebooks in mathematics at the upper secondary level can support the knowledge development of gifted students. The results of the study show that the coursebooks meet one or some of the criteria research has shown supports mathematically gifted students. At the same time it is important to stress that the results of this study only show the potential that the coursebooks have, it is still up to the teacher to use the materials available to them and use them in such a way that they can contribute to the gifted students’ knowledge development.
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[en] MULTIMODALITY IN BIOLOGY TEXTBOOKS / [pt] A MULTIMODALIDADE EM LIVROS DE BIOLOGIAPATRICIA ALMEIDA DE REZENDE 23 December 2004 (has links)
[pt] Os livros didáticos modernos constituem-se num objeto de
estudo valioso
para o lingüista por serem elaborados a partir de múltiplas
modalidades semióticas
e porque, em geral, são gêneros disciplina-específicos.
Entretanto, no que tange à
disciplina de Biologia, ainda há poucos estudos que
exploram a interação entre as
modalidades verbal e visual nos livros de Ensino Médio e,
até o momento,
nenhum trabalho de natureza contrastiva foi realizado no
Brasil sobre esse
aspecto. Na presente análise, investigam-se os tipos de
representação visual e o
modo de estabelecimento da relação entre figuras e o texto
verbal associado em
dois livros didáticos de Biologia do Ensino Médio, um
brasileiro e outro norteamericano.
Este estudo baseia-se principalmente nos pressupostos
teóricos de
Kress e van Leeuwen (1996, 2001) e inspira-se nos trabalhos
de Myers (1997) e
Nascimento (2002). Implícita nesses pressupostos está a
abordagem sistêmicofuncional
de Halliday e Hasan (1976) e de Halliday (1994). Os
resultados desta
pesquisa revelam que, dentre outros mecanismos, a coesão
lexical exerce
importante papel na interação entre o componente verbal das
figuras, o texto
principal e as legendas em ambos os livros analisados.
Dentre as diferenças
encontradas nos dois livros, destacam-se as representações
visuais distintas
referentes a um mesmo tópico, o modo de referenciação às
figuras no texto, a
função das legendas e a proporção de utilização de termos
técnicos na coesão
intermodal. Esses resultados mostram que existem variações
no gênero livro
didático de Biologia quanto ao modo de utilização dos
mecanismos de interação
entre figuras e texto verbal, que podem estar relacionadas
com os propósitos dos
autores. Isso pode ter importantes implicações para o
ensino da Biologia e de
Inglês para fins específicos, pois auxilia na
conscientização de educadores e
alunos sobre a necessidade de se levar em consideração os
meios de interação
entre as linguagens visual e verbal na interpretação e
produção dos textos
multimodais próprios de cada comunidade discursiva. / [en] Modern textbooks are valuable as a research object in
applied linguistics
because they usually present their content through multiple
semiotic modalities
and because in general they are discipline-specific genres.
However, concerning
the discipline of Biology, there are still few studies that
exploit the interaction
between verbal and visual languages in highschool textbooks
and, up to the
moment, no contrastive works on this topic have been
published in Brazil. For
this reason, the goal of the present study is to
investigate the types of visual
representations and the strategies that establish the
interaction between pictures
and verbal text used in two highschool-level Biology
textbooks, a Brazilian and a
North-American one. This study is based mainly on Kress and
van Leeuwen s
(1996, 2001) theory of multimodality and is inspired in
Myers (1997) and
Nascimento s (2002) previous works. This theoretical basis
presupposes Halliday
and Hasan s (1976) and Halliday s (1997) systemic-
functional approach to text.
The results of this investigation reveal that, among other
mechanisms, lexical
cohesion has an important role in the interaction between
the verbal element in
images and the verbal language of the corresponding texts
and captions in both
books. Among the differences found between these two books,
there are the
different visual representations concerning the same topic,
the way pictures are
referred to in the text, the role of the captions and the
proportion of technical
terms used in intermodal cohesion. These results show that
there are intrageneric
variations in the use of such resources that are probably
due to the authors
purposes. The findings may have important implications for
the teaching of
Biology and of English for specific purposes. They may
enhance the awareness
of educators and students about the need of taking the
interaction between visual
and verbal languages into consideration for the appropriate
interpretation of texts
and for the production of multimodal texts specific to each
discursive community.
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And the Prince Saved the Princess : A Content Analysis of Gender Representation and Stereotypes in EFL Coursebooks / And the Prince Saved the Princess : A Content Analysis of Gender Representation and Stereotypes in EFL CoursebooksPettersson, Julia January 2023 (has links)
This study focuses on gender representation and stereotypes in Swedish EFL coursebooks. The aim is to investigate how men and women are described and depicted in texts to examine the occurrence of gender stereotypes and to what degree equal gender representation in images occurs in Swedish EFL coursebooks aimed at the English 5 course in upper secondary school. The theoretical frameworks consist of the concepts of performativity and heteronormativity, which derive from gender and queer theory. The method used is content analysis in combination with a qualitative approach with quantitative elements, and the material consists of three coursebooks: Blueprint A (2007), Progress Gold A (2007) and Pick & Mix 1 (2013). The results show that all three coursebooks confirm gender stereotypes to a great extent and contain unequal gender representation in the images. The coursebooks highlight and refute gender stereotypes to a lower and varying degree. The concept of performativity showcases that the coursebooks maintain the social constructions of what it means to be a woman or a man. Furthermore, through the perspective of heteronormativity, it is evident that men should be masculine, and women should be feminine. The coursebooks manifest that those who do not conform to these social roles are subjected to derogatory treatment, and those who follow the norms hold more power. The implications of the study could be that teachers should use coursebooks with consideration and carefulness to highlight and discuss underlying societal issues connected to gender inequality and gender stereotypes rather than uphold them.
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