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Gender Perspective in Foreign Language Books
Analysing an EFL (C1) Coursebook from a Gender Perspective
The present assignment consisted of analysing six activities from an English as a Foreign Language (EFL) coursebook. The first section is an introduction containing the theoretical basis for the analysis. The second section is the analysis per se of the different activities. Following the analysis, a proposal of reformulation is made for two activities lacking a gender perspective. The final section is dedicated to the conclusions of the whole process.
Supervisor: Sònia Mas
works cited
works cited
Aydınoğlu, N. (2014). Gender in English language teaching coursebooks. Procedia-Social and Behavioral Sciences, 158, 233-239.
Blumberg, R.L. (2007). Gender Bias Textbooks: A Hidden Obstacle on the Road to Gender Equality in Education, UNESCO. http://unesdoc.unesco.org/images/0015/001555/155509e.pdf
Demir, Y., & Yavuz, M. (2017). Do ELT coursebooks still suffer from gender inequalities? A case study from Turkey. Journal of Language and Linguistic studies, 13(1), 103-122.
Jule, A. (2017). A Beginner’s Guide to Language and Gender. Multilingual matters. (Chapter 4 – ‘Gender and Language Use in Education’)
Analysis of a unit from the gender perspective.pdfsingle version
single version
For the present assignment there is only one version. It was handed in on March, 6th 2022.
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