Gender representation in Iranian English language coursebooks

Mahdi Dahmardeh · Sungdo Kim

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Gender Studies in Language EFL/ESL Teaching and Learning Media, Gender, and Advertising

Abstract

The representation of gender in foreign language teaching has attracted the attention of many scholars and has been investigated in different parts of the world. Due to its potential for deep impact on pupils, it is a matter of great concern. Discrimination against a gender group in coursebooks can lead to harmful impacts on pupils' development as well as on their future academic and career (Lee, 2018). The lack of representation of females in language coursebooks may seriously harm their ability to understand the target language as well as its culture (Rifkin, 1998).

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1996Reading images: the grammar of visual design 2017Research Methods in Education 2006Reading Images 1995Choosing Your Coursebook 1984Sexism in Current ESL Textbooks 2014English in the Kingdom of Saudi Arabia 2019Research Methods in Education 1978Sexism and TESOL Materials

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2021Gender Construction in the Indonesian Government-Distributed English Textbook: Combining Critical Discourse Analysis and Corpus Linguistics 2020Examining Gender Representation in an Indonesian EFL Textbook 2020English in MENA: A contemporary research bibliography

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