Gender Identity in Words for Professional Titles in Textbooks

Bengoechea, Mercedes; Simón, José Rafael

doi:10.1057/9780230274938_9

Cited by 6 publications

(5 citation statements)

References 3 publications

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“…Although it is common in Spanish to use the masculine third person plural for a group of male and female persons, a generic use is also found in the singular (6,8,12,20,21).…”

Section: Central Findings Ele Textbooks For First/second-year Pupils Languagementioning

confidence: 99%

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A Corpus-based Study of Gender Representation in ELE Textbooks — Language, Illustrations and Topic Areas

Korell

2021

JLTR

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In the following article, gender-related aspects in ELE textbooks will be examined from a broader thematic point of view, as well as detailed linguistic perspective. As a starting point, the state of research on gender-related studies in foreign language teaching pedagogy and research in Germany will be outlined, followed by a discussion on the importance of gender awareness promoting textbooks. After a general introduction and a rationale for the relevance of the study, central findings of studies examining gender representation in ELE textbooks will be discussed. This is followed by an analysis, in which specifics of textbook analysis and sampling criteria are explained. Furthermore, an analysis model is developed, based on the latest findings of gender-related textbook research. After an excursus on language-specific possibilities of gender sensitivity in Spanish, the results of the analysis are presented and discussed. Finally, implications of the findings for teachers will be deduced and recommendations regarding what can be done to promote and deepen gender awareness of learners will be given.

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“…Although it is common in Spanish to use the masculine third person plural for a group of male and female persons, a generic use is also found in the singular (6,8,12,20,21).…”

Section: Central Findings Ele Textbooks For First/second-year Pupils Languagementioning

confidence: 99%

“…sng./pl.). Nevertheless, in this gender-neutral way of addressing the issue, there are formulations that are used generically (6,12,21) and sometimes even arbitrarily (15,16).…”

Section: Central Findings Ele Textbooks For First/second-year Pupils Languagementioning

confidence: 99%

A Corpus-based Study of Gender Representation in ELE Textbooks — Language, Illustrations and Topic Areas

Korell

2021

JLTR

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“…Gender stereotypes and the use of GFL in textbooks have also been widely studied: Mills and Mustapha (2015) provided a general overview; Bengoechea and Simón (2010), Bernabé-Villodre and Martínez-Bello (2018), and Manassero and Vázquez, (2002) studied the Spanish case; Gouvias and Alexopoulos (2018), and Kostas (2019), the Greek; Lee and Collins (2009), among others, studied the English language; and Moser and Hannover (2014), the German. These authors claim that there is still a long way to go in terms of gender equality and they agree on the importance of choosing nonsexist resources which use GFL, while highlighting the role of teachers in that choice.…”

Section: Gender Fair Language and Educationmentioning

confidence: 99%

Gender-fair language (GFL) in the academic writing of pre-service teachers of Spanish

Núñez-Román

Gómez

Camacho

2020

Current Issues in Language Planning

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The article analyses the use of GFL in a corpus of 187 academic texts created by pre-service teachers. It reveals how participants reached a balance between the recommendations of GFL guides and the standard normative grammar included in the school curriculum. The study shows that although future teachers are aware of GFL and sensitive to discrimination, they used a combination of the generic masculine with GFL recommendations when deemed necessary. This has great pedagogical potential for the Spanish classroom, together with the potential to transform language and society.

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“…Onderzoek in de eerste fase (die startte omstreeks 1970) had tot doel bewustzijn te creëren van genderongelijkheid door taal en beeld in tekstboeken te analyseren (Schmitz, 1975;Sunderland, 1994). Beroepsnamen vormen hier een belangrijke focus voor verschillende talen waaronder Spaans (Bengoechea & Simón, 2010) en Grieks (Gouvias & Alexopoulos, 2018). In de tweede fase werd bekeken of leermaterialen worden aangepast aan de hand van eerdere bevindingen (zie Lee & Collins, 2009.…”

Section: Theoretisch Kaderunclassified

“…timmerman) of generieke (bijv. ingenieur) beroepsnamen en vrouwen worden vaker in beroepen met lage status weergegeven (Bengoechea & Simón, 2010;Gouvias & Alexopoulos, 2018).…”

Section: Introductieunclassified

Van typiste naar ingenieur?

Koster

Iding

2019

DuJAL

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Studies on English language learning materials indicate that women are underrepresented and often appear in low-status professions, though gender equality increases within the last decade (Sunderland, 2015). To what degree does this finding apply for textbooks for learners of Dutch as a Second Language (DSL)? To our knowledge, there are no studies into gender and profession in DSL materials. Dutch however, constitutes an interesting case as both female, male and ‘gender neutral’ professional role nouns exist, while their use is not formally regulated. We systematically analyzed textual and pictorial representations of female and male professionals in textbook chapters about work in fifteen DSL textbooks published within the last 50 years. We drew on quantitative (e.g., number of fe/male and ‘gender neutral’ professional names; instances of male generics and firstness; number of depicted wo/men) and qualitative (e.g., nature of the most frequent professional names; categorization of textbook images) methods to do so. Results show that women are not underrepresented in dialogues and pictures, but that dialogue themes are unequally divided over women and men. Moreover, women are backgrounded through male generics and male firstness and female professional names appear less frequently than male names. Women are also described in gender typical roles, whereas men are not. This holds for both older (1974–2009) and recent textbooks (2011–2017). Overall, more ‘gender neutral’ nouns refer to men in the corpus, but they are used more frequently to refer to women within the last decade. Future studies should address the present theme from psycholinguistic and classroom discourse perspectives and consider additional analytical domains (e.g. chapters about family) and foci (e.g. analyses of verbs associated with wo/men). We discuss pedagogical implications (e.g., screen materials for male firstness; describe women in a greater variety of roles; reverse gender roles in class) for those with concern for gender equality in language education.

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Gender Identity in Words for Professional Titles in Textbooks

Cited by 6 publications

References 3 publications

A Corpus-based Study of Gender Representation in ELE Textbooks — Language, Illustrations and Topic Areas

A Corpus-based Study of Gender Representation in ELE Textbooks — Language, Illustrations and Topic Areas

Gender-fair language (GFL) in the academic writing of pre-service teachers of Spanish

Van typiste naar ingenieur?

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