Gendered Word (or World): Sexism in Philippine Preschool English Language Textbooks

Tarrayo, Veronico N.

doi:10.26634/jelt.4.2.2795

Cited by 18 publications

(17 citation statements)

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“…Most of these studies focused on integrating a lived or person-based curriculum (Banegas & Velázquez, 2014 ; Norton & Pavlenko, 2004 ) that incorporates gender as part of a human’s identity and lived experiences. A number of researchers have also assessed gender representation in textbooks (Ariyanto, 2018 ; Curaming & Curaming, 2020 ; Lee & Mahmoudi-Gahrouei, 2020 ; Tarrayo, 2014 ). In terms of the teacher-perspective ELT, notable discussions have centered on the experiences of Argentinian student-teachers in incorporating the gender perspective in ELT (Banegas et al, 2019 ; Mojica & Castañeda-Peña, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

“…In terms of ELT in the Philippines, DepEd and CHED have yet to successfully remove the persistent misogynistic narratives ‘naturally’ hiding in textbooks (Curaming & Curaming, 2020 ; Tarrayo, 2014 ), curricula, and classroom discussions (Evangelista, 2017 ). Textbooks have been proven to be an important medium of cultural beliefs discussed between teachers and students.…”

Section: Introductionmentioning

confidence: 99%

“…This particular educational material plays a critical role in perpetuating sexist narratives, as teachers use these textbooks as their main sources for lesson plans (Salami & Ghajarieh, 2015 ). In a study conducted by Tarrayo ( 2014 ), he has found that Philippine preschool English language textbooks are still rife with sexist ideologies. These narratives were apparent in textbook examples and images such as males being more visible in terms of appearances, or females being dominantly assigned to reproductive roles such as doing household chores.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Exploring the Gender Perspective in English Language Teaching (ELT): Voices from ELT Practitioners in Philippine Higher Education Institutions

Tarrayo

Potestades

Ulla

2021

Sexuality & Culture

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In recent years, gender mainstreaming in education has been discussed and studied. In the Philippines, however, research has tended to focus on extreme ends of the implementation process such as the awareness of educators about the gender perspective or the success in incorporating gender in their pedagogical practices, rather than an in-depth analysis on the overall experience of educators in the government’s attempt to mainstream gender-and-development education in schools. Also, there is a gap in the literature concerning Filipino English language teaching (ELT) practitioners' views on integrating the gender perspective into English language education. Through semi-structured interviews, the present study explores how a group of 71 Filipino college teachers of English perceive the benefits, ways, and challenges of incorporating the gender dimension in ELT. The thematic analysis of interview responses revealed the following benefits: enhancement of learners’ critical thinking skills, promotion of an inclusive and supportive learning environment, and increased awareness on the critical role of language (i.e., English) in recognizing diversity. Further, it was found that the teacher-participants incorporate gender knowledge in ELT in two ways: instructional materials and teaching-learning activities, and teacher-student interaction. In terms of challenges, three major themes emerged: learner factor, teacher factor, and institutional constraints (which were further categorized as curriculum, resource, and belief).

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the Gender Perspective in English Language Teaching (ELT): Voices from ELT Practitioners in Philippine Higher Education Institutions

Tarrayo

Potestades

Ulla

2021

Sexuality & Culture

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“…For example, studies have found similar biases in English language textbooks for various dialects of English (e.g. Bergvall 1996;Lee & Collins 2010;Lewandowski 2014;Tarrayo 2014), and recently in example sentences in French journals (Richy & Burnett 2019). The issue has garnered some attention in recent LSA presentations (Boyce et al 2019;Haugen & Margaris 2020, as well as the 2018 panel Our Linguistics Community: Addressing bias, power dynamics, harrassment).…”

mentioning

confidence: 96%

Gender representation in linguistic example sentences

Kotek¹,

Babinski

Dockum

et al. 2020

Proc Ling Soc Amer

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Prior studies have shown that example sentences in syntax textbooks systematically under-represent women and perpetuate gender stereotypes (Macaulay & Brice 1994, 1997; Pabst et al. 2018). We examine the articles published over the past 20 years in Language, Linguistic Inquiry, and Natural Language & Linguistic Theory, and find striking similarities to this prior work. Among our findings, we show a stark imbalance of male (N=10807) to female (N=5019) arguments, and that male-gendered arguments are more likely to be subjects, and female arguments non-subjects. We show that female-gendered arguments are less likely to be referred to using pronouns and are more likely to be referred to using a kinship term, whereas male-gendered arguments are more likely to have occupations and to perpetrate violence. We show that this pattern has remained stable, with very little change, over the course of the twenty years that we examine, leading up to the present day. We conclude with a brief discussion of possible remedies and suggestions for improvement.

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“…This all proves that de-gendering of language due to gender-inclusivity is still at its high peak of special interest attracting the attention of linguists around the globe. Also, in the Philippine context, Tarrayo [10] argued that there is a crucial role expected among teachers in preventing gender discrimination from sneaking into the classroom.…”

mentioning

confidence: 99%

Student’s general attitude in gender-inclusive language

Remigio

Talosa

2021

IJERE

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Centered on studies on language and gender, this study generally aimed to assess the students’ general attitude towards Gender-Inclusive It likewise determined difference on attitude when grouped according to sex. The study utilized quantitative research design. Survey questionnaire using the IASNL was the instrument used which assesses beliefs, recognition of sexist language and willingness to use gender-inclusive language. Respondents utilized were randomly selected students of the College of Teacher Education. Results revealed that most of the students were female, displaying a positive attitude towards gender-inclusive language which indicates the students’ openness to gender-inclusive language use. It was found though that women and men did not seem to care strongly one way or another about gender-inclusive language. The result is reflective of the potential positive feedback to the Gender and Development (GAD) mainstreaming programs of the campus on the use of the said language.

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Gendered Word (or World): Sexism in Philippine Preschool English Language Textbooks

Abstract: area of appearance, there are approved patterns for grooming, hairstyles, and clothing for the two sexes. Clothes that symbolize abilities to do things are regarded as appropriate for males and those that symbolize dependency and inability to walk long distances because

Cited by 18 publications

References 5 publications

Exploring the Gender Perspective in English Language Teaching (ELT): Voices from ELT Practitioners in Philippine Higher Education Institutions

Exploring the Gender Perspective in English Language Teaching (ELT): Voices from ELT Practitioners in Philippine Higher Education Institutions

Gender representation in linguistic example sentences

Student’s general attitude in gender-inclusive language

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