This degree project is a quantitative study of dialogues and speaking exercises in twelve EFL textbooks used in secondary schools in Sweden. The chosen textbooks are from the four textbook series Happy, Time, Whats’s Up? and Wings Base Book. The aim is to investigate if there is any over-representation of female or male characters in the textbook dialogues. We will be looking at four different typologies, namely the number of initiated dialogues, turns taken, number of characters and words used. Previous research concerning classroom interaction, scholastic performance, textbooks and textbook dialogues is included to provide some background into this area. The findings show over-representation exists in all the textbook series in various degrees of both female and male characters. This degree project maps the over-representation of female and male characters both in the four textbook series and the twelve individual textbooks. Our results will show that while a textbook series might over-represent one gender it does not necessarily mean that the individual textbook within that series over-represents the same gender. The findings make it clear that educators need to be aware of gender-biased textbook dialogues in order to be better equipped to ensure equal opportunities for all learners.

Abstract The aim of charter schools is to provide equal learning opportunities for all children, particularly those with disabilities; the results, though, are mixed. Some charter school students fare better than traditional school students, while others do worse. The exception is students with disabilities, where they excel and outperform in the charter school environment. This is not the case with San Bernardino City Unified School District charter school students with disabilities. Not only do they not outperform their regular education peers, but actually regress in their academic performance.