A Glocalized or Globalized Edition? Contextualizing Gender Representation in EFL Textbooks in Saudi Arabia: A Critical Discourse Analysis Perspective

Sulaimani, Amjjad; Elyas, Tariq

doi:10.1007/978-981-10-6421-0_4

Cited by 11 publications

(6 citation statements)

References 27 publications

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“…Dalam buku teks bahasa Arab (Al-Qatawneh & Al Rawashdeh, 2019;Foroutan, 2012;Baghdadi & Rezaei, 2015) menemukan adanya dominasi laki-laki atas perempuan dan pemakaian kata-kata maskulin yang lebih banyak daripada feminim. Dalam buku teks bahasa Inggris juga ditemukan ada bias gender laki-laki atas perempuan dengan ditampilkannya laki-laki lebih dominan daripada perempuan (Ariyanto, 2018;Setyono, 2018;Sulaimani & Elyas, 2018). Dalam buku teks bahasa Indonesia juga ditemukan adanya ketidaksetaraan gender (Hamidah, 2015).…”

Section: ) Gambar Perempuan Tunggalunclassified

“…Penelitian tentang representasi gender dengan objek buku pelajaran bahasa paling banyak dilakukan pada buku pelajaran bahasa Inggris (English as a Foreign Language-EFL). Beberapa hasil penelitian pada bukubuku EFL menunjukkan bahwa identitas gender laki-laki lebih menonjol dan memiliki peran lebih penting daripada gender perempuan (Agni, Setyaningsih & Sarosa, 2020;Arfiandhani, 2019;Ariyanto, 2018;Elmiana, 2019;Lee, 2019;Setyono, 2018;Sulaimani & Elyas, 2018). Agni, Setyaningsih dan Sarosa (2020) dan Ariyanto (2018) menyatakan bahwa bias gender dalam buku pelajaran bahasa Inggris teramati dari bentuk visual dan verbal.…”

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Representasi Gender Dalam Buku Teks Bipa

Susanto

2021

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(Title: Gender Representation in The BIPA Textbook). This article aims to describe the gender representation in the Indonesian language for foreign speakers (BIPA) textbook. The method used in this research is descriptive qualitative. The data were textual words and pictures that showing gender identity. Data were collected from BIPA textbook called Let's Speak Indonesian: Ayo Berbahasa Indonesia 1, which is well known as Ayo 1. Data gathered by reading the textbook, marking, classifying, and calculating gender identity markers. By using gender identity as the parameter, data were analyzed by reducing, presenting, calculating the percentage of gender identity representations, interpreting and explaining the representation of the gender. The findings revealed that the representation of female gender in the Ayo 1 textbook has a greater percentage than male gender where female’s identities are more highlighted than male identities. Thus, it is concluded that based on the percentage of visual gender, the Ayo 1 textbook represented the gender equality because it’s reflects less domination of male over female. This empirical evidence suggests that future BIPA textbook designers need to be aware of the importance of gender representation issues in developing BIPA textbook.Keywords: BIPA textbook, gender identity, gender representation

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Representasi Gender Dalam Buku Teks Bipa

Susanto

2021

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“…(1) language education policy and planning, (2) language education curricula, (3) language pedagogy and instruction, and (4) language education assessment and testing. We argue that social actors at different levels of education from primary education to tertiary education play a pivotal role in canalizing or imposing particular values (gender-related values: gender equality and gender responsiveness) through educational practices and documents (Ariyanto 2018;Sulaimani and Elyas 2018;Widodo 2018). Schools and universities are regarded as educational spaces that canalize or instil particular gender-related values due possibly to political, economic, and social forces in society and particular communities of practice.…”

Section: Gender In Language Educationmentioning

confidence: 99%

Introduction to Gender in Language Education

Widodo

Elyas

2020

Sexuality & Culture

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This introduction to the special issue provides a snapshot of why gender in our lives and in language education matters. We also summarize each of the articles featured in this special issue. Inspired by the growing body of research into gender and language education across the globe, directions for future studies in this area are also highlighted. We contend that any educational practices and artifacts are ideologically and institutionally gender-laden. We hope that this special issue can be the point of departure for exploring more gender issues at different levels of language education (e.g., schools, universities, and virtually-mediated education spaces) in the pursuit of gender responsiveness.

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“…In academic discourse, research papers serve as a unique platform where the language choices reflect the author's expertise and broader sociocultural influences (Hyland, 2021;Douglas, 2016;Maringe & Carter, 2007). Saudi Arabia, with its diverse cultural traditions and evolving gender dynamics, provides an interesting context to explore the linguistic differences between male and female academic writing (Waterkeyn, 2021;Sulaimani & Elyas, 2017;Alsubhi, 2016;Alsweel, 2013). While previous research has extensively examined the impact of culture and society on language (Bonnell & Hunt, 2023;Soh, 2020;Dixon et al, 2012), there is still a gap in understanding how gender-specific perspectives are reflected in scholarly expression within the Saudi context.…”

Section: Introductionmentioning

confidence: 99%

Do They Write Differently? Exploring Gendered Linguistic Differences in Academic Writings of Saudi Writers

Ali,

Abdulhaleem

2024

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This study examines linguistic differences between male and female academic writing in Saudi Arabia, focusing on published research papers. Using Biber's multidimensional analysis as a model, the study examines both male and female authors' inherent lexical and grammatical preferences. A dataset of 20 research papers from each gender was tagged to analyze the linguistic features. ANOVA analyses were then conducted to identify patterns and variations. The research study provides interesting perspectives on the complex relationship between language and gender in academic settings. Though there are some similarities in the use of lexico-grammatical features between male and female research papers, noticeable differences suggest that gendered perspectives have an impact on scholarly writing. Both male and female research papers fall on the same polarity of the continuum across all five dimensions but with varying degrees. The findings suggest that male research writers tend to use more informational, explicit, and non-argumentative language while using less non-narrative and abstract discourse than their female counterparts. This study emphasizes how gender impacts the linguistic choices.

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A Glocalized or Globalized Edition? Contextualizing Gender Representation in EFL Textbooks in Saudi Arabia: A Critical Discourse Analysis Perspective

Cited by 11 publications

References 27 publications

Representasi Gender Dalam Buku Teks Bipa

Representasi Gender Dalam Buku Teks Bipa

Introduction to Gender in Language Education

Do They Write Differently? Exploring Gendered Linguistic Differences in Academic Writings of Saudi Writers

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