Social Semiotics Evaluation of English One by Gender

Nabifar, Nesa; Baghermousavi, Mir Saeid

doi:10.24815/siele.v2i2.2692

Cited by 5 publications

(3 citation statements)

References 12 publications

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“…In the context of Iran, three studies aimed to investigate and analyze the gender representation of English textbooks used in high schools. These studies were done by Bahman and Rahimi (2010), Amini and Birjandi (2012), Nabifar & Baghermousavi (2015). Despite different years, the study resulted in the same major finding, which was the existence of gender bias in the textbooks used in Iranian schools.…”

Section: Mukundan and Nimechisalem (2008) Investigated Gender Bias Inmentioning

confidence: 97%

Addressing Gender Bias Issues in Elementary School Efl Textbooks: An Analysis of Grow With English

Nashriyah

Maulida

Ningsih

et al. 2020

HSSR

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Purpose of the study: A textbook is a book containing comprehensive teaching-learning materials for a certain subject which is regularly used by both teachers and students at school. Textbooks should not contain unfair content or matters, such as gender bias. This study was conducted to examine the extent to which gender bias appears in the EFL textbook mostly employed in Aceh, Indonesia. Methodology: This research was aimed at investigating the representation levels of gender in English elementary textbooks of Grow with English book 4, book 5, and book 6. A content analysis method was used, for which every page of the textbooks was investigated to explore the five aspects of visibility, priority, feminine/masculine generic construction, activity, and occupation. Main Findings: The result of the investigation shows that every textbook contains gender bias of various representation levels. Males dominated three categories, namely priority, activity, and occupation. Meanwhile, females are only dominant in the visibility category. The results suggest that the EFL textbooks mostly used in Aceh are still not free from gender bias issues. Applications of this study: Indonesia is a country where English is used as a Foreign Language (EFL). Indonesian schools are apt to use textbooks written by Indonesian authors as the major source for English instruction in schools. Therefore, researchers should focus their attention on the content of English textbooks used in schools because they become the guidance for these students in learning. Novelty/Originality of this study: The results of the study suggest that the EFL textbook should be considered for revision to ensure that it is free from unfair content. This is aimed at national textbook designers when they have to produce a textbook for Indonesian learners so that the books they make available to schools are free from gender bias issues in the textbooks.

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Section: Mukundan and Nimechisalem (2008) Investigated Gender Bias Inmentioning

confidence: 97%

Addressing Gender Bias Issues in Elementary School Efl Textbooks: An Analysis of Grow With English

Nashriyah

Maulida

Ningsih

et al. 2020

HSSR

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“…This type of analysis deals with how meaning is made based on the cultural contents. Thanks to the use of semiotics, learners can appreciate and obtain the wisdom associated with moral stories; moreover, this approach enables them to grasp life better, which, in turn, they come to know the unalienable values associated with various cultures (Nabifar & Baghermousavi, 2015).…”

Section: Conclusion and Pedagogical Implicationsmentioning

confidence: 99%

Can We Learn about Culture by EFL Textbook Images? A Semiotic Approach Perspective

Wang

Hemchua

2022

LRR

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A close look at the education system reveals that too much attention is attached to text while visuals, such as pictures and cartoons, are often deemed as "decoration", or are not incorporated in the textbooks at all. Visual texts constitute a part of daily communication, which can potentially bear many layers of meaning. Such a complexity involved in visuals turns them into an ideal resource for not only L2 learning but also the improvement of intercultural communicative competence (ICC), along with cultural awareness. The status of cultural elements and representation of culture in English instruction has proved to be a tricky issue. This is mainly because of the diverse range of contexts where English is used on an international scale globally. Given the integral relationship between language and culture, it is essential to teach cultural elements in L2 classes, in particular, the representation of cultural values and elements as an integral part of the L2 curriculum of English language teaching (ELT). Furthermore, from a critical linguistics viewpoint, language textbooks should be viewed as social and cultural vehicles. Therefore, the incorporation of cultural symbols and raising cultural awareness are considered essential issues in ELT textbooks, particularly in the context of English as a Foreign Language (EFL). Furthermore, multiple approaches to the analysis of textbooks and cultural contents have been adopted by different researchers. Here, the present study is based on the core principles of semiotic analysis which implies that texts, pictures, and other modes of communication can be used as potential semiotic resources. This review study can yield important theoretical and pedagogical implications for researchers, L2 instructors, and the developers of ELT textbooks to take the images into account to represent culture in the textbook.

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“…Recent years have witnessed the integration of multimodality in the reported studies of language education worldwide (Kress, 2010;Rowsell & Collier, 2017). The multimodal research topics spread across different areas of teaching and learning, such as the teaching materials (Nabifar & Baghermousavi, 2015), the beliefs and practices of English as foreign language (EFL) students and teachers in multimodality integration (Lim et al, 2022), and the use of semiotic resources in the EFL classroom (Apriani et al, 2021;Pramono, 2019;Qin & Wang, 2021). These studies provide substantial information on the critical role of multimodality in EFL teaching and learning in the age of digital technology.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ orchestration of semiotic resources in EFL classrooms: a multimodal analysis

Mustofa,

Riswanto,

Putra

2023

J. Eng. Foreign. Lang.

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Teaching is an activity involving semiotic resources beyond verbal language. Therefore, more studies investigating what semiotic resources are employed and how they are utilized within EFL classroom settings are needed. This study sought to explore the types of semiotic resources employed by two EFL teachers in Indonesia and the roles of these semiotic resources in teaching activities. Through a qualitative case study, two EFL teachers in Bandung and Medan, Indonesia, were purposively selected. Data collection was through a semi-structured interview and document analysis. A six-phase of thematic analysis was employed to analyze the interview results, while a three-step of skimming, reading, and interpretation was used to analyze the documents. This study found that spoken language, pictures, videos, proxemics, gestures, head movements, gaze, and music were the semiotic resources used by both teachers in their teaching. The findings also demonstrated that these semiotic resources were used in the opening, delivering, and closing of the class, explaining learning content, performing interactions with students, checking the students' progress, managing classroom order, showing appreciation, and conducting evaluations. This study implies the crucial roles of all stakeholders in education to help EFL teachers in multimodal knowledge and practical strategy to create better teaching outcomes.

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Social Semiotics Evaluation of English One by Gender

Abstract: Abstract

Cited by 5 publications

References 12 publications

Addressing Gender Bias Issues in Elementary School Efl Textbooks: An Analysis of Grow With English

Addressing Gender Bias Issues in Elementary School Efl Textbooks: An Analysis of Grow With English

Can We Learn about Culture by EFL Textbook Images? A Semiotic Approach Perspective

Teachers’ orchestration of semiotic resources in EFL classrooms: a multimodal analysis

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