Sexism in Current ESL Textbooks

Abstract

This article examines the problem of sexism in ESL materials-how sexism is manifested in ESL textbooks and with what consequences. Following a review of research on the relationship between language and sexism, a recent content analysis of the 15 currently most widely used ESL textbooks (according to a compilation of textbook lists from 27 ESL centers) is described. The study focused on the categories of omission in text and illustrations, firstness, occupational visibility in text and illustrations, nouns, masculine generic constructions, and adjectives. The findings are then summarized and analyzed, and the two least sexist textbooks and the main problem areas in the others are discussed. The term sexism, which has been with us now for more than a decade, has become a household word (Graham 1975). It is probably most readily associated with economic issues, such as equal pay for equal work. The role played by language in maintaining and strengthening sexist values, however, is less widely understood or acknowledged. This is probably because linguistic sexism is much more deeply rooted and far more subtle than other forms of sexism. Indeed, language is such an involuntary function and so intimately intertwined with culture that it is often quite difficult to stand back and take an objective look at one's own language. Language itself is essentially a neutral vehicle of communication which can be used to convey a wide range of attitudes and values. However, all speakers tend to use and create language which is flattering and useful to themselves. Those with enough power, authority, and influence can standardize usage. The creation of dictionaries helped to speed up the process of standardization. Since dictionary writers were male and the social system was a patriarchy preceding, as well as during, the time of standardization, English received a strong infusion of male-as-norm elements (Miller and Swift 1976). Thus, certain sexist usages of English, which are by no means obligatory, were accepted as normal and standard. What are some of the specific ways in which sexist attitudes are conveyed through the language in textbooks? A review of the

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