Gender Bias in EFL Textbooks: Is Gender Seen as Separate From Language?

theFacultyofEducation

2009,3(1),45-58

OrigjnalArticle

GenderBiasinEFLTextbooks:

IsGenderSeenasSeparateFromLanguage?

AshavanNimmen

(F**uttyotEduc*ti~~,H*k**hU*iversity) Thispaperevaluatesthedegreeofgenderbiasinportrayalsofmaleand femalecharactersinEFLtextbooks,focusingonlanguageusageinNew CrownIandSunshineI,twoJapaneseGovernment-approvedtextsforjunior highschoolstudents.Examinationofthesecoursematerialsshowsthat thetypesofspeechactsusedtodepictthesecharacterstendedtorelyon stereotypedgenderroles.Areviewoftheliteraturesuggeststhatearlier studieshavedetectedsomedegreeoflinguisticorpictorialgenderbiasina varietyoftexts.MakingEFL/ESLstudentsawareofevolvinggenderrolesin classdiscussioncanlessentheeffectsoflingeringstereotypesintheirtexts.

Introduction

Moderneducatorsareawarethatgenderinequalityexistsintextbooks andintheclassroom.Sincethe1970stheimportanceofequalrepresentation ofmalesandfemalesintextbookshasbeenanissue.Maledominance intextbooksreflectsamale-dominatedsociety.Numerousstudiesshow thatmalesspeakmore,featuremoreofteninillustrations,andappearin textbooksasthedominantsex.HartmanandJudd(1978),whotracedthis imbalance,seeclassroomandeducationalmaterialsasthemainwayspeople learnvalues.Thetimechildrenspendinschoolandthevisualstimuliin thetextbookstheyuseplayanimportantroleinshapingtheirworldview asgrown-ups.AccordingtoTannen(2001),"Genderpatternsbeginatthe begmnmg"(p136)Ndura(2004)states,"Thecontentofinstructional

materialssignificantlyaffectsstudents'attitudesanddispositionstowards themselves,otherpeopleandsociety"(p.143). Lakoff(1973)concludedthatmalespeechismoredirectthanfemale speech,whichisweakandnotassertive.Shealsosupportedtheideathat languagereflectsthehierarchiesofsocietyanditsculturalassumptions. LaterstudiesbyBrouwer,GerritsenandDeHaan(1979)showthatspeech qualities,whichLakoffhadattributedtowomen,canbeusedbybothsexes.

OtherworkbyTannen(1990)suggeststhatmenandwomencornefrom

differentsociolinguisticsubcultures.Anydifferencesinspeech,therefore, aretobeexpected,andthosedifferencescouldleadtomisunderstandings betweenmenandwomen.LinguistsHalliday(1973,1974,1975,1978), Hasan(1984,1997),andBosmajian(1974)alsoseelanguageasatoolthat servesthefunctionofreinforcingandreinstatingthevaluesasocietyholds. AsHasan(1997)commented,"linguisticmeaningsatoncebothdefine andarethemselvesdefinedbyourwaysofbeing,doing,andsayinginthe contextofculture." O'Loughlin(200Durgesthatstudentsbetaughtawiderangeofexisting viewsofgenderrolesinasociety.Theproblemisthatmosttextbooksdonot showanaccuratepictureofmodern-daygenderroles.AsBr~fgger(1992) wrote,"theculturalstudyofanordinaryconversationortextultimatelydeals withhowitslanguagegivesexpressiontoageneraldiscourseofcollective beliefsandvalues,"andhecallsthisviewpoint"theveryraisol~d'~trefor culturestudieswithinthestudyofaforeignlanguage"(p.32).Ifcultural valuescanbeseenthroughlanguage,thenbyanalyzingthetextbooksofa certaincountry,weshouldbeabletomakeassumptionsaboutthevalues ofthatcountry.Unfortunately,however,theassumptionsmademaynot correspondtoactualgenderroletypesinthatcountry. Japanisasocietyinwhichgenderedspeechpatternsareanimportant

aspectofthelanguage.Agirl,forexample,wouldnotnormallyusethefirst personsingularpronounore,justasaboywouldneveruseatashi.Gender-specificusageinEnglishisnotasapparentasinJapanese.Onlythrough linguisticstudieshavewebecomeawareofthedifferencesinfemaleand malespeechinspokenEnglish.Theproblemforthepurposesofthispaper isnotonlyoneofmenandwomenspeakingdifferently,usingdifferentforms andusingspeechtoachievedifferentthings;itisalsoaproblemofparity. Femalesarenotoccupyingfiftypercentoftheillustrationsandspeechacts inthetextbooks. Forthispaper,Iwantedtoinvestigatewhethermaleandfemalespeaking stylescanbeseeninEFLtextbooks.CouldTannen's(1990)viewoffemale andmalespeechdifferences-"rapport-talkandreport-talk"-bevisibleina languagetextbook?CouldtherebeaLanguageofSexism(Bosmajian1990) writtenspecificallyaboutEFLtextbooks?Withthisinmind,I.analyzedtwo Japanesejuniorhighschooltextstol)seeifthetextbooksrepresentgender asseparatefromlanguage,2)Iookatgenderbiasinlanguageandtopic illustrations,and3)traceanyconnectionbetweenstereotypesofsexroles andlanguageuse.

MethodsofAnalysis

TheliteratureongenderissuesinESL/EFLtextbooksincludesworkin thebroaderfieldsoflanguagebiasandspeechdifferences.Whatinterested mewaswhetherdecadesofworkbylinguistshaveinfluencedtextbook authors,publishers,andillustratorsintheirrepresentationsofwomen.An interestingmethodofanalyzingtextbookswasthatofKeithFolse(1985, ascitedinStanley2001).FolseusedthreecriteriatoexamineESL/EFL textbooksforgenderbias.Hetracedomission(notincludingwomen), firstness(portrayingmalesfirstinillustrationsandhavingmalesspeak

first),andgender/occupation(100kingattheworkdonebymenandwomen andatportrayalsofstereotypicaljobsintheillustrations).Rutledge(1997) hasprovidedcluesfordecodinggenderedsubtexts.Stanley'sannotated bibliography(2001)onsexistlanguageinESL/EFLtextbooksdemonstrates thevarietyofapproachestoidentifyingandlocatingbias.Researchon genderbiashasfocusedontwopoints,sexisminlanguageanddifferences betweenmaleandfemalespeech.Graham(1973,ascitedinWardhaugh 1998)pioneeredthestudyofillustrations,sosignificantinlanguagetexts.In astudyofphotographsincollegeleveltextbooks,LowandSherrard(1999) foundthatphotographs"carryconnotations,betheyintentionalornot, neverstatedinthetext"(p.2).Theauthorsconsidertherepresentationof knowledgeintextbookstobe"amarriagebetweenideologyandeconomics." Bythattheymeanthateditorsandwritersassumeaneutralposition avoidingcontroversy,ratherthandeliberatelyopposingpatriarchalsociety. Especiallyusefulwerestudiesofthelinguisticanalysisofdifferencesby Lakoff(1975),Tannen(1990),Coates(1991,1992,ascitedinMcKayand Hornberger1996),Troemel-Ploetz(1992),andKramer(1974).Research onfemalecooperativeinteractionalstylesbyCoatesandTroemel-Ploetz revealedthatwomen'sspeechshows,amongotherthings,cooperation, collaboration,andsupport;itde-emphasizeshierarchy.Men'sspeech,in contrast,reflectsstatusandhierarchy.Kramerstudiedthewaywomenare portrayedinNewYorkercartoons.Whenmalesandfemalesaredepictedin thesamecartoon,malesspeaktwiceasoften.AccordingtoKramer,women spokelessassertivelythanmeninthecartooncaptions,andtheyfocusedon differenttopics. Threepossibleexplanationsforgenderdifferencesareproposedinthe literature:biologicaldifferences,hierarchicalandpowerdifferences,and membershipindifferentlinguisticgroups.Idisagreewiththenotionthat

biologicaldifferences(Jespersen1922)orpowerissues(Corson1993) accountforalllinguisticdifferencesinthewaypeopletalk.Corsonsaid,

"Poweristhegreatvariablethatseparatesmenandwomenfromone

another:routinefemaleexclusionfrompublicspheresofactionalsooften excludesthemfromaccesstothecreation,maintenance,andelaboration ofdominantideologiesandthelanguageusedtoexpressthem."While thisconceptisusefulandrelevanttoanunderstandingofthepoliticsof language,itisnotasufficientexplanation.Therearemanymenandwomen whodonotspeakinthestereotypicalmen'stalkorwomen'stalk.Coates (1986)suggestsreplacingatheoryofhierarchicaloppositionbetween thegenderswithamoreinclusiveperspective.Inhisdiscussionof"style shifting,"Fasold(1990)similarlyoffersabroaderpointofviewinstudying differences.Combiningapproachesseemsmorefruitfulandeffectivein analyzinggenderdifferencesinlanguage.Addingthestudyofmembership indifferentlinguisticgroupsprovidesarichnessthattheothertwo,more exclusive,explanationsofdifferencedonotoffer.Studiesexaminingsocial rolessupportaviewthatlanguagedifferencescanoriginateinsituations, ratherthaningender. MaltzandBorker(1982,ascitedinWardhaugh1998)ur~eustovalue women'sspeechstyleswithoutde-valuingmen's.Theyarguethatthereare culturaldifferencesinthenotionofconversationbetweenmenandwomen, differencesarisingfrommembershipindifferentsociolinguisticgroups, notsomuchfromopposinggendersorpowerimbalance.Theycallthisthe dual-culturemodelofmixedcommunication.WhileIendorseinprinciple addingthisculturalperspectivetothestudyofdifferences,Iwouldnotrely onthisapproachexclusively.Genderstereotypesintextbooks,themedia, andelsewhereinthesocietyformandsupporttheseparatemale/female sociolinguisticgroups.Ifwomensharedhalfthepowerinallaspectsof

society,male/femalesociolinguisticgroupsmightnotexist.Societycreates andreinforcesthisdivisioninspeech.

TextbookStudies

Powerfulgenderstereotypesineducationalmaterialsandintheclassroom havebeenidentifiedinthepastthirtyyearsandhavecometoberegarded asbothperniciousandpersistent.Sunderland(1998)classifiedthreetypes ofgenderbiasintextbooks:exclusion,subordinationanddistortion,and degradation.Thesebiaseshadbeenidentifiedinforeignlanguagetextbook studiesbyHellinger(1980),Porecca(1984),Cincotta(1978),Hartman andJudd(1978),andTalansky(1986a).Hatter(2002)foundtheabove threebiasesinhisstudiesoftextbooksandurgedteacherstoconsider representationsofmalesandfemaleswhenselectingforeignlanguage coursematerials.SummarizingthefindingsofSadkerandSadker(2001), Ndura(2004)pointedouttheirsevencategorizedtypesofgenderbias: invisibility,Iinguisticbias,stereotyping,imbalance,unreality,fragmentation, andcosmeticbias(p.146).InNdura'sstudy,sheonlyfoundthreeformsof bias-"stereotyping,invisibilityandunreality"(p.146). Thatsexismnotonlyreflects,butreinforcesinequalitiesinthesocietyis anideathatlendsvehemencetolinguisticstudiesoftextbooks.AsRenner (1997)statedwithregardtoEFLtextbooks,analysisofthesematerials revealsahiddenagenda-theglobalizationofaWestern-styledconsumer culture,overtlyethnocentric,sexistandconformist.Hisstronglanguageis typicalofworkdirectedtowardrootingoutbias;thepassionforpreserving conservativevaluesinhistoryandsciencetextbookshasacounterpart inthezealofscholarsdeterminedtoachieveamorebalancedimageof womeninlanguagetexts.Yetafterdecadesofstudiespointingoutthe multiplewaysinwhichgenderdifferencesimpedethelearningprocess

inallsubjects,researchersfindalingeringsexismthatgoesbeyondmere genericmasculinepronouns.Thesewritersdonothesitatetodemanda thoroughgoingreformofclassroommaterials.Thefieldofgenderbiasin textbooksishighlypolitical,althoughmostpeoplenowwouldprobably agreeontheneedforequality. Iwassurprisedtofindthatdespitebroadacceptanceoftheneedtoweed outsubtlediscriminatorystereotypes,itissodifficultforauthorsand editorstodoso.Countingthenumberofmaleandfemaleutterancesand thenumberofillustrationsissimple.Myfocusistheuseoflanguage,thus Ihavenotcountedeverysingleutteranceoneverypage.Forthepurposes ofthispaperIhavestudiedthechapterheadingpageswithillustrations andthevocabulary/picturemini-dictionaryatthebackofeachbook.Ihave notincludedthepageswithgrammarexercisesorreviewsectionswith littleconversationandfewillustrations.Assessingwhetherornotgender isviewedasseparatefromlanguagewasmoredifficult.IntheJapanese junior-hightextbooksIexamined,severaltypesofdisparityandsexismwere apparent. ThetwobooksIIookedatwereNewCrowolIandSunshineI.Bothtexts areusedintheJapaneseeducationsystemforteachingjuniorhighschool (seventhgrade)English.AlthoughtheMonbusho(JapaneseMinistry ofEducation)approvedbothtexts,theyareverydifferentinstyle.An interestingpointwasthattherearenofemaleforeignauthorscreditedin NewCrown,whileSuplshinehadtwoforeignwriters,amanandawoman. Thismayaccountforthemajordifferencesinthetwotexts.InSunshine therewasanobviousdifferenceinthephrases,words,andlanguageused bytheboysandthatusedbythegirls.Therewasamarkeddifferencein thelanguage,yetnoexplicitdiscussionexplainedwhichphrasesandwords

weremorelikelytobeusedbyamaleorafemale.Theuseoflanguage

correspondswiththefindingsofthestudiesbyLakoff,Coates,Troemel-Ploetz,andPihlaja,amongothers.Withoutlookingatanyillustrations, onlylookingattheutterances,itwouldbeobviouswhichoneswouldbe saidbyafemaleandwhichwouldbesaidbyamale.Utterancesspokenby malescouldeasilybethoseoffemales,bututterancesoffemales,inmany instances,wouldprobablynotbespokenorwrittenbyamale.AIetter writtenbyafemale(Yuki,themaincharacter),forexample,endswiththe phrase,"withlove,"whereastheresponsetotheletter,writtenbyAndy(the home-staysonYukihasfalleninlovewithonhertriptoAmerica),closes with"yourfnend"Yukisletteralsouses,"Pleasewritetomesoon."Ido notthinkmanyboyswouldwritethisplaintiverequestinEnglish.Girlsin Sunshineusephraseswithmoredescriptivevocabulary:"Wow,that'sgreat," "It'sabeautifulday,""IIovechocolate!"'That'sabeautifulyard!"and"Imiss you."Boyssay"yeah"and"ok"often,insteadof'~vow."Theonetimeaboy usestheword"beautiful"hesaysoftheAIJTshouse,"Oh,it'sbeautiful"-thereisnoexclamationmark.Thegirls'speechismarkedfrequentlyby exclamationpoints. ThereisnotanylanguageinNewCrownthatcouldbeassociatedwith gender.Icouldfindnotextthat,withoutillustrations,couldbeseenasmale orfemalespecific.Theutteranceswereveryneutralandcouldbesaidby eithermaleorfemale.Pihlaja(2008)foundthedialogsofPlanetBlue,a Japanesehigh-schooltext,tobegenderless,exceptforoccasionswhena malecharacterromanticallypursuedafemalecharacter;inthesesituations, gendersubordinationwasclear. SunshineandNewCrownbothincludefourforeignerseachinthecastof characters.ACanadian,anArnerican,aBrazilian,andaChinesefeaturein Sunshine;aKenyan,anAmerican,anEnglishman,andaChinesefeature inNewCrown.AninterestingpointisthattheillustrationsinSunshineare

muchmoreculturallyrelevantandaccuratethanthoseinNewCrown.Inan illustrationofaJapanesegirlandaforeigngirlintroducingthemselvesto oneanother,theJapanesegirlispointingtohernoseasshesays,"Hi.Iam Yuki,"andthewesterngirlisdepictedpointingtoherchestasshesays,"Hi, I'mLisa."Thissubtledifferenceinculturallydifferentbodylanguagewas astonishing. Rapport-talkandreport-talk(Tannen1990,2001)arevisibleinboth textbooks.Inbothtextsitistheboyswhogiveinformation,report,andare theholdersofinformationandknowledge.Thegirlsaskquestionsandthe boysanswerinmixed-sexconversations.Ingirl-onlyconversationsthere isevidenceofcollaboration,cooperation,downplayingabilityandstatus, andemphasisonbonding,phenomenadescribedinmanylinguisticstudies dealingwithdifferencesinmaleandfemalespeech.ThegirlsinNewCrown downplaytheirabilities:"IcanspeakChinesealittle.IcanreadChinese alittletoo."Thegirlsteacheachotherandlowerhierarchyandstatus. Theboysbragandvieforstatus:"Iamakendamachampion."InSunshine Yukiissadbecausetheboyshelikeswroteheralettersayinghisfriendis interestedinher.ShethendidnotreceiveaChristmascardfromtheboy. HerfriendLisaconsolesher,saying,"Comeon,Yuki.Don'tbesad."Thatis anexampleofrapport-talk. Bothtextsequallyrepresentthenumberoffemalesandmalesinthe illustrations.Intheratiooffemalespeechtomalespeech,however,itis themaleswhospeakthreetimesmoreoftenthanthefemales.Inmixed groupsthefemalesaskquestionsinthemajorityofutterances.Whilethe numbersofillustrationsareequal,thereisanunderlyingmessageabout thestereotypesinsocietyvisibleintheillustrations.InSunshinetheflight attendantisfemale,themusicianismale,thecustomsinspectorismale,the ticketvendorandtheice-creamvendorarewomen.InNewCrownwomen

aretheserversinthecafeteria,andamanisateacher. Whenboysare'reporting'informationaboutthemselvesoransweringa questionagirlasked,theillustrationsshowgirlsinthebackgroundlistening attentively.Inmixedtalkthereisonlyoneinstanceofreport-talkbyagirlin Sunshine(p.71).Yukitellsamixedgroupthatherfathermadeadishand usedmanyspices.IntheillustrationLisaislookingattentiveandinterested, andtheboysarealleating,Iookingatotherfood,ortalkingaboutanother dish,"Mmm!Thisisverygood!"whengirlsare'reporting.'Theboysinthe illustrationsaredoingotherthings.Thisimplicitviewofgenderandvalues ofsocietydeliversasubtlemessage. LookingatotherEFLtextsIfoundthatmale-onlyauthoredtextswere extremelymalebiasedwithrespecttofrequency,representingfemales aslittleastenpercentofthetimeinsomecases.Inbooksauthoredby menandwomentherewasafairlyequalrepresentationofthesexesinthe numberofutterancesandintheillustrations,butmaleswerestillportrayed slightlymoreoftenthanfemales.Infemale-onlyauthoredbooksthe representationswereequalinnumber.Sometextshadattemptedtocreate equalitybyusing'A'and'B'inthedialoguesinsteadofnames.Bothtexts touchedonpoliticallycorrectissues.InNewCrownonereadingconcerned ahandicappedmanandhisguidedog,andSunshineincludedachapteron recycling.

Conclusion

SexisminlanguagewasnotsoapparentinthematerialsIexamined

becausethebasicvocabularyforjuniorhighschoolstudentswas

intentionallyrestricted.Surprisingly,thesetwogovernrnent-approved textbooksdifferinthedegreethattheyseegenderseparatefromlanguage, inthedegreeofgenderbiasinutterancesandillustrations,andinthe

representationofsexrolesasrelatedtolanguageuse.Connectionsbetween stereotypesoflanguageandgenderarevisibleinboth.InJapan,asinmost countries,womenarethelisteners.Theysupportthemenandtraditionally comesecondtothem.Menarethetalkers.GraddolandSwann(1989)have shownthatmentalkmore.Ifmentalkmoreinreallife,andthemajorityof textbookauthorsaremen,thenachievingequalityintextbooksbecomes adifficultgoal.Greaterfemaleparticipationintheediting,writing,and illustratingoflanguagetextscouldproduceresults. Thecontributionofthesinglefemale,foreignauthorcreditedinSunshille mayhaveproducedatextwithagreaterdifferenceinthetypesoflanguage usedbymalesandfemales.GenderandlanguageinSunshineaffecteach other.NewCrownseemstoseegenderasseparatefromlanguage.The neutralityofitsutterancescouldpossiblybebecausenoforeignfemale writerreviewedorwrotethetext;menwroteeveryihingthegirlssaid.

Differencesinspeecharisingnotsomuchfromgenderorpower

relationshipsbutfromdifferingsociolinguisticsubgroupsareinfluenced byvariablessuchasactivity,education,individualpersonality,andcultural background.Nosingleapproachortheoryhasalltheanswers.Onlyan investigationofmultipleaspectsoftheissueofdifferencesrevealsthe complexityofrepresentingspeechfairlyinlanguagetexts.Inspiteofallthe researchdoneandthegeneralopinionofeducatorsandlinguistsurging equalityintextbooks,thereisstillgrossunder-representationoffemales. Clearly,thepeoplewhopromotetextbookreformarenotpublishing,writing, andillustratingEFL/ESLmaterials.Ihopethatfairnessindepictingwomen andgirlscontinuestogrow,thattheyappearinhalftherepresentationsand thattheirroles,situations,andutterancesenhancelanguagelearningfor everyoneintheclassroom.Meanwhile,classdiscussionofevolvinggender rolesinthesocietycanlessentheeffectsoflingeringstereotypesinforeign

languagetexts.

References

Bosmajian,H.L.(1974).Thelanguageofoppression.Washington,DC:PublicAffairs Press. Bosmajian,H.L.(1990).Thelanguageofsexism.InP.Eschholz,etal.(Eds.), Languageawareness(pp.122-130).NewYork:St.Martin'sPress. Brouwer,D.,Gerritsen,M.,&DeHaan,D.(1979).Speechdifferencesbetweenmen andwoman:Onthewrongtrack?LanguageandSociety,8,33-50. Br~fgger,F.C.(1992).Culture,Ianguage,text:CulturestudieswithinthestudyofEleglish asaforeignlanguage.Oslo:ScandinavianUniversityPress. Cameron,D.,&Coates,J.(1988).Someproblemsinthesociolinguisticexplanation ofsexdifferences.InJ.CoatesandD.Cameron(Eds.),Womenintheirspeech communities(pp.13-26).London:Longman. Cincotta,M.S.(1978).Textbooksandtheirinfluenceonsex-rolestereotypeformation. Babel:JournaloftheAustralianFederationofMLTSAssociation,14(3),24-29. Coates,J.(1986).Women,menandlanguage.2"ded.,1993.London:Longman. Corson,D.(1993).Language,minorityeducatianandgender:Linhingsocialjusticeand powerClevedon/Philadelphia:MultilingualMattersLtd. Fasold,R.(1990).TheSociolinguisticsoflanguage.Oxiord:BasilBlackwell. Folse,K.(1985).DiscussiononTESOLMaterialWritersInterestSectionemaillist. SeeStanley,K.(200D. Graham,A.(1973).SeeWardhaugh(1998). Graddol,D&Swann,J.(1989).GenderVoices.Oxiord:OxiordUniversityPress. Halliday,M.A.K.(1973).Exploratiansilethefunctionoflanguage.London:Arnold. Halliday,M.A.K.(1974).Languageandsocialman.London:Longman. Halliday,M.A.K.(1975).Learninghowtomean.London:Arnold. Halliday,M.A.K.(1978).Languageassocialsemiotic:thesocialinterpretationof languagealrdmeaning.London:Arnold. Hartman,P.L.,&Judd,E.L.(1978).SexisminTESOLmaterials.TESOLQuarterly.12 (4),383-393. Hasan,R.(1984).Waysofsaying:Waysofmeaning.InR.P.Fawcett,M.A.K.Halliday, S.M.Lamb,&A.Makkai(Eds.),Thesemioticsofcultureaudlanguage,1, Languageassocialsemiotic.London:Pinter. Hasan,R.(1997).Educatingthelanguageteacher:asocialsemioticapproach.Paper presentedatTheInternationalConferenceonLanguageEducationandCulture, LingnanCollege,HongKong,Session5:EducationoflanguageTeachers,June 26,1997. Hatter,J.(2002).Representationsofwomen:somecriteriaforchoosinganEFLtext. GaleNewsletter,Surnmer2007,5-6.

Hellinger,M.(1980).'Formenmustworkandwomenmustweep':SexisminEnglish languagetextbooksusedinGermanschools.Women~Studies1,Iternatio,eal Quarterly,3,267-275. Hopper,Robert(1992).Paper(untitled)summarizedinMediaReporttoWomen,20,3. Jespersen,O.(1922).Language:Itsnature,developmentandorigin.London:Allenand Unwin. Kramer,C.(1974).Folk-1inguistics.Wishy-washymommytalk.PsychologyToday,8, 82-85.[Kramer'snameinlaterliteratureisCherisKramarae.] Lakoff,R.(1973).Languageandwomen'splace.LanguageandSociety,2(D,45-80. Lakoff,R.(1975).Languageandwomen~place.NewYork:HarperandRow. Low,J.,&Sherrard,P.(1999).Portrayalofwomeninsexualityandmarriageand familytextbooks:Acontentanalysisofphotographsfromthe1970stothe1990s. SexRoles:AJournalofResearch,40,309-316. Maltz,D.,&Borker,R.(1982).Aculturalapproachtomale-femalemiscommunication. InJ.J.Gumperz(Ed.),Languageandsocialidentity.Cambridge:Cambridge UniversityPress. McKay,L.S.,&Hornberger,N.H.(Eds.).(1996).Sociolinguisticsaudlanguage teaching.Cambridge:CambridgeUniversityPress. Ndura,E.(2004).ESLandculturalbias:Ananalysisofelementarythroughhigh schooltextbooksinthewesternUnitedStatesofAmerica.Language.Cultureand Curriculum,17(2),143-153. O'Loughlm,K(200D.(En)genderingtheTESOLclassroom.Prospect,16(2),33~4. Pihlaja,S.(2008).'Wouldyouliketodancewithme,Miwa?':Genderrolesandthe EFLtext.TheSchoolHouse.'TheNewsletterforJuniora,rdSeniorHighSchool EnglishEducatorsi,eJapan,16(1),2-11.RetrievedOl.Ol.09fromhttp:// juniorseniorhighsig.org/newsletters/schoolhouseLvoll6(1)C_pihlaja-stephen. pdf Porecca,K(1984).SexismincurrentESLtextbooks.TESOLQuarterly,18(4),705-724. Renner,C.E.(1997).Womenare'Busy,tall,andbeautiful':LookingatsexisminEFL materials.PaperpresentedattheNationalSeminar"MindtheLanguage"(2lst, Rome,Italy,Novernber15-16,1996)andattheAnnualMeetingofTeachersof EnglishtoSpeakersofOtherLanguages(3lst,Orlando,FL,Marchll-15,1997). Rutledge,M.(1997).Readingthesubtextongender.EducationalLeadership,54,71-73. Sadker,D.,&Sadker,M.(200D.Genderbias:FromcolonialAmericatotoday's classrooms.InJ.A.Banks&C.A.M.Banks(Eds.)Multiculturaleducatian:Issues aordperspectives.(4+hed.,pp.125-15D,NewYork:JohnWiley&Sons. Stanley,K.(Ed.).(2001).SexistlanguageinESL/EFLtextbooksandmaterials [Electronicversion].TESL-EJ,5,"TESL-EJForum."Retrieved10.12.01from http://wvrw:.latrobe.edu.au/education/celia/tesl-ej/ej17/fl.html. Sunderland,J.(1998).Newdimensionsinthestudyoflanguageeducationandlearner gender.Workingpaper.Dept.ofPhilology,Univ.ofLaRioja,LorognoSpain. RetrievedOl.05.09from

http://w~rw:.1ing.1ancs.ac.uk/groups/crile/docs/crile43sunderland,pdf Sunderland.J.(2000).Newunderstandingsofgenderandlanguageclassroom research:texts,teachertalkandstudenttalk.LanguageTeachilegResearch,4(2), 149-173. Sunderland,J.,Cowley,M.,AbdulRahim,F.,Leontzakou,C.,&Shattuck,J.(200D. Frombias'Inthetextto'teachertalkaroundthetext':Anexplorationofteacher discourseandgenderedforeignlanguagetextbooktexts.LinguisticsandEducatiau 11(3),251-286. Sunderland,J.,Cowley,M.,AbdulRahim,F,Leontzakou,C.,&Shattuck,J.(2002). Fromrepresentationtowardsdiscursivepractices:Genderintheforeignlanguage textbookrevisited.InL.Litosseliti,&J.Sunderland(Eds.),Genderidentityand discourseanalysis.Amsterdam/Philadelphia:JohnBenjamins,223-255. Swann,J.(1993).Girls,boysonrdlanguage.Oxtord:OxiordUniversityPress. Talansky,S.B.(1986a).SexrolestereotypinginTEFLteachingmaterials.Perspectives 11(3),32-41. Talansky,S.B.(1986b).TheartofteachingEnglishasaforeignlanguage:Fromtheory topractice.Ancona:CasaEditriceNuoveRicerche. Tannen,D.(1990).Youjustdon~ulrderstaud:Womenandmeninconversatian.New York:WilliamMorrow. Tannen,D.(2001).IonlysaythisbecauseIIoveyou.NewYork:RandomHouse. Troemel-Ploetz,S.(1992).Theconstructionofconversationalequalitybywomen.InK. Hall,M.Bucholtz,&B.Moonwoman(Eds.),Locatilogpower:proceedingsofthe secoudBerkeleyconferevrceonwomenavrdlanguage.Berkeley:Univ.ofCalifornia Press. Wardhaugh,R(1998).Anintroductiantosociolinguisties.(3'ded.)Walden,MA:Blackwell.