Second Language Acquisition Theory and the New Generation of Russian Language Textbooks

Rifkin, Benjamin; Dabars, Zita D.; Kagan, Olga; Miller, Frank; Lubensky, Sophia; Ervin, Gerard L.; Jarvis, Donald K.; Martin, Cynthia; Соколова, И А; Morris, G. W.; Vyatyutnev, Mark N.; Vokhmina, Lilia; Nummikoski, Marita; Robin, Richard M.; Robin, Joanna A.; Henry, Kathryn

doi:10.2307/309742

Cited by 3 publications

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“…In any decision, instructors should consider a broad range of questions, including the ease with which students and teachers can use a textbook, the interest level of topics discussed in the textbook, the selection of vocabulary items and grammatical constructions, the quality of the grammar explanations and exercises, the quality of communicative activities and the range of functions, notions, and cultural ideas they involve, and so forth (see, e.g., Bragger, 1985;Rifkin, 1992Rifkin, , 1997Schulz, 1990;Walz, 1986).…”

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confidence: 99%

Gender Representation in Foreign Language Textbooks: A Case Study of Textbooks of Russian

Rifkin¹

1998

The Modern Language Journal

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This article presents findings from a study that (a) established a series of criteria for assessing the equity of gender representation in foreign language (FL) textbooks, (b) applied the criteria to a number of Russian-language textbooks in order to compare them on this basis as a case study, and (c) considered the criteria as a basis for the examination of gender representation in FL textbooks in general. The study hypothesized that (a) a series of sound criteria would yield information concerning the equity of gender representation of textbooks examined and demonstrate that recent textbooks were more equitable than textbooks published 10 or 20 years ago, and that (b) textbooks written by women or by a team of authors including at least one woman would be more equitable in terms of gender representation than textbooks written only by men. The analysis identifies areas of greatest inequity in gender representation by examining the data for each criterion across all the textbooks examined.

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confidence: 99%