Gender representation in a Hong Kong primary English textbook series: the relationship between language planning and social policy

Yang, Chi Cheung Ruby

doi:10.1080/14664208.2011.541390

Cited by 27 publications

(25 citation statements)

References 12 publications

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“…In addition, there is only one male teacher as opposed to three female teachers. This is inline with Yang's (2011) research finding in Hongkong textbooks, in which among 24 characters of teachers, none of them is male. Yi's (2002) study in Blumberg (2009) also revealed similar condition English textbooks in China, where all teachers illustrated in the text are females.…”

Section: Discussionsupporting

confidence: 86%

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Gender Representation in English as A Foreign Language (EFL) Textbooks for Senior High School in Indonesia

Arfiandhani¹

2019

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English language textbooks, as one of the manifestations of language-ineducation policy, played an important role to connect classroom language and real world language. The present study investigates the gender representation in the English as A Foreign Language (EFL) textbooks. The analysis is done by tallying the number of occurrence of male and female characters. The research results indicated that there is an equitable representation of both males and females. However, there is a gender bias portraying females. Males are portrayed to be more authoritative and put in the spotlight, such as the one of doing the networking in business meeting while female characters are in the background, doing presentation, giving speech, more representative in politics, in which females are absent on this spotlight.

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Section: Discussionsupporting

confidence: 86%

“…To find out if gender bias exists in the EFL textbooks for Senior High School students in Indonesia, a model of analysis done by Yang (2011) was used. In her model of analysis, a tally was done to count the appearance of each gender in the textbooks.…”

Section: Methodsmentioning

confidence: 99%

Gender Representation in English as A Foreign Language (EFL) Textbooks for Senior High School in Indonesia

Arfiandhani¹

2019

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“…Since primary school, Carl received schooling in a boys' school. Possessing a traditional perspective towards the relationship between gender and language ability, he believed that females were more capable of mastering a language (Yang, 2011). He attached gender difference to the lower English ability among his classmates.…”

Section: Out-of-class Peer-based Learning In English: Constraintsmentioning

confidence: 99%

Promoting Autonomous, Collaborative English learning Practices and Fostering Greater Learner Autonomy among Secondary Students in Hong Kong

Chan¹

2019

AJEEL

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Learner autonomy can be referred as an individual’s ability and responsibility to take charge of his or her own learning, which is important to language learning. In Hong Kong, English is more like a foreign language. It is considered as the high variety and speaking the language in a non-required situation is always associated with a negative connotation of being arrogant. To most local people, it is a language learned in a classroom and is seldom used for communicative purposes. Meanwhile, Hong Kong classrooms are featured with teacher-centred, examination-oriented teaching, and passive learning. These factors make the taking up of chances of practising the language with Cantonese-speaking peers in outside of class situations and the development of learner autonomy very difficult. However, out-of-class learning is essential to language learning and learner autonomy. In this multiple-case study, the case participants were asked to reveal their approaches to overcoming challenges, engaging in collaborative English learning practices, and developing greater autonomy. In this paper, their ways to tackle the difficulties of participating in out-of-class English practices with peers and develop learner autonomy, will be discussed.

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“…Textbook materials planned are closely related to wider educational and social context (Yang, 2011). Indonesian social context, with different cultures, consists of different views about gender, and from the cultures students can learn how female and male play their social role.…”

Section: Introductionmentioning

confidence: 99%

English Senior High School Textbook Analysis: Addressing Gender Bias Issues

Nashriyah

Khairul

2018

equality

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Due to the imbalance gender presentation in English Senior High School textbook detected during teaching practice program, the researcher was interested in doing a research about the issue. Students might take much time to learn from textbooks to develop their gender roles at school, therefore, the proper textbooks which attain the objectives of gender equality are needed. The aim of this study is to investigate whether or not female and male are presented equally in the English Senior High School textbook. The object of this study is the English textbooks widely used by teachers in Banda Aceh Senior High School. First and second textbook entitled Bahasa Inggris X Semester 1 and Bahasa Inggris X Semester 2 were written by Utami Widyati, Zuliati Rohmah, and Furaidah in 2014. Third and fourth textbook entitled Bahasa Inggris XI Semester 1 and Bahasa Inggris XI Semester 2 were written by Mahrukh Bashir in 2014. The last textbook is Bahasa Inggris XII was written by Utami Widyati, Zuliati Rohmah, and Furaidah in 2015. All textbooks were published by Indonesian Ministry of Education and Culture. The focus of this study is the gender representation through five aspects which were also used by Amini and Parviz in their study in 2012. The five aspects are visibility, firstness, masculine generic construction, activity, and occupation. The result showed that four aspects were led by male in the term of quantity: visibility, firstness, masculine generic construction, and occupation while females were more visible in activity aspect. Even so, the difference of number was not too big in every aspect, except the visibility. However, in the term of quality, visibility and activity aspects showed that female and male are presented fair enough in English textbook at high school level by involving females in every aspect which may indicates that females are considered as important and useful as males nowadays.

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Gender representation in a Hong Kong primary English textbook series: the relationship between language planning and social policy

Cited by 27 publications

References 12 publications

Gender Representation in English as A Foreign Language (EFL) Textbooks for Senior High School in Indonesia

Gender Representation in English as A Foreign Language (EFL) Textbooks for Senior High School in Indonesia

Promoting Autonomous, Collaborative English learning Practices and Fostering Greater Learner Autonomy among Secondary Students in Hong Kong

English Senior High School Textbook Analysis: Addressing Gender Bias Issues

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