Perpetuation of gender bias in New Headway: a multimodal critical discourse analysis with a diachronic lens

References

• Adel, S. M. R., and M. J. Enayat. 2016. “Gender Representation and Stereotyping in ESP Textbooks.” The Asian ESP Journal 12 (3): 94–119.
   Google Scholar
• Akbari, R. 2008. “Transforming Lives: Introducing Critical Pedagogy into ELT Classrooms.” ELT Journal 62 (3): 276–283. doi:10.1093/elt/ccn025.
   Google Scholar
• Blumberg, R. L. 2008. “The Invisible Obstacle to Educational Equality: Gender Bias in Textbooks.” Prospects 38 (3): 345–361. doi:10.1007/s11125-009-9086-1.
   Google Scholar
• Bori, P. 2018. Language Textbooks in the Era of Neoliberalism. New York: Routledge.
   Google Scholar
• Chapelle, C. A. 2016. Teaching Culture in Introductory Foreign Language Textbooks. London: Palgrave Macmillan.
   Google Scholar
• Elmiana, D. S. 2019. “Pedagogical Representation of Visual Images in EFL Textbooks: A Multimodal Perspective.” Pedagogy, Culture & Society 27 (4): 613–628. doi:10.1080/14681366.2019.1569550.
   Web of Science ®Google Scholar
• Fairclough, N. 2012. “Critical Discourse Analysis.” In The Routledge Handbook of Discourse Analysis, edited by J. P. Gee and M. Handford, 9–20. New York: Routledge.
   Google Scholar
• Giaschi, P. 2000. “Gender Positioning in Education: A Critical Image Analysis of ESL Texts.” TESL Canada Journal 18 (1): 32–46. doi:10.18806/tesl.v18i1.898.
   Google Scholar
• Goyal, R., and H. Rose. 2020. “Stilettoed Damsels in Distress: The (Un)changing Depictions of Gender in a Business English Textbook.” Linguistics and Education 58: 100820. Advance online publication. doi:10.1016/j.linged.2020.100820.
   Google Scholar
• Gray, J. 2010. The Construction of English: Culture, Consumerism and Promotion in the ELT Global Coursebook. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Gray, J., ed. 2013. Critical Perspectives on Language Teaching Materials. New York: Palgrave Macmillan.
   Google Scholar
• Healy, D. 2009. “The Representation of Women and Men in a Modern EFL Textbook: Are Popular Textbooks Gender Biased?” Memoirs of the Osaka Institute of Technology, Series B 54 (2): 91–100.
   Google Scholar
• Jeyaraj, J., and T. Harland. 2016. “Teaching with Critical Pedagogy in ELT: The Problems of Indoctrination and Risk.” Pedagogy, Culture & Society 24 (4): 587–598. doi:10.1080/14681366.2016.1196722.
   Web of Science ®Google Scholar
• Keleş, U., and B. Yazan. 2020. “Representation of Cultures and Communities in a Global ELT Textbook: A Diachronic Content Analysis.” Language Teaching Research. doi:10.1177/1362168820976922.
   Google Scholar
• Kramsch, C., and K. Vinall. 2015. “The Cultural Politics of Language Textbooks in the Era of Globalization.” In Language, Ideology and Education: The Politics of Textbooks in Language Education, edited by X. L. Curdt-Christiansen and C. Weninger, 11–28. New York: Routledge.
   Google Scholar
• Kress, G. R., and T. Van Leeuwen. 2001. Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Arnold.
   Google Scholar
• Kress, G. R., and T. Van Leeuwen. 2006. Reading Images: The Grammar of Visual Design. London: Routledge.
   Google Scholar
• Lee, J., and P. Collins. 2015. “Gender Representation in Hong Kong Primary English-language Textbooks: A Corpus Study.” In Gender Representation in Learning Materials: International Perspectives, edited by S. Mills and A. S. Mustapha, 43–57. London: Routledge.
   Google Scholar
• Lee, J. F., and A. C. Chin. 2019. “Are Females and Males Equitably Represented? A Study of Early Readers.” Linguistics and Education 49: 52–61. doi:10.1016/j.linged.2018.12.003.
   Web of Science ®Google Scholar
• Lewandowski, M. 2014. “Gender Stereotyping in EFL Grammar Textbooks. A Diachronic Approach.” Linguistik Online 68 (6): 83–99. doi:10.13092/lo.68.1635.
   Google Scholar
• Li, R., and M. R. Hawkins. 2020. “Figured Worlds in Transnational Transmodal Communications.” TESOL Quarterly. Advance online publication. doi:10.1002/tesq.569.
   Google Scholar
• Littlejohn, A. 2012. “Language Teaching Materials and the (Very) Big Picture.” Electronic Journal of Foreign Language Teaching 9: 283–297.
   Google Scholar
• Machin, D., and A. Mayr. 2012. How to Do Critical Discourse Analysis: A Multimodal Introduction. Thousand Oaks: SAGE.
   Google Scholar
• Mills, S., and A. S. Mustapha, eds. 2015. Gender Representation in Learning Materials: International Perspectives. London: Routledge.
   Google Scholar
• Mustapha, A. S. 2015. “Gender Positioning through Visual Images in English-language Textbooks in Nigeria.” In Gender Representation in Learning Materials: International Perspectives, edited by S. Mills and A. S. Mustapha, 150–163. London: Routledge.
   Google Scholar
• Namatende-Sakwa, L. 2018. “The Construction of Gender in Ugandan English Textbooks: A Focus on Gendered Discourses.” Pedagogy, Culture & Society 26 (4): 609–629. doi:10.1080/14681366.2018.1436583.
   Web of Science ®Google Scholar
• Namatende-Sakwa, L. 2019. “Gendering’ the Text through Implicit Citations of Gendered Discourses: The Construction of Gender and Teacher Talk around Children’s Fiction.” Gender and Language 13 (1): 72–93. doi:10.1558/genl.34847.
   Web of Science ®Google Scholar
• Norton, B., and A. Pavlenko. 2004. “Addressing Gender in the ESL/EFL Classroom.” TESOL Quarterly 38 (3): 504–513. doi:10.2307/3588351.
   Web of Science ®Google Scholar
• Oxford University Press. 2018. “Welcome to Oxford Impact.” Oxford University Press. Accessed January 2021. https://oxfordimpact.oup.com
   Google Scholar
• Pavlenko, A., and I. Piller. 2007. “Language Education and Gender.” In Encyclopedia of Language and Education, edited by S. May and N. H. Hornberger, 57–69. New York: Springer.
   Google Scholar
• Risager, K. 2018. Representations of the World in Language Textbooks. Bristol: Multilingual Matters.
   Google Scholar
• Sunderland, J. 2000a. “Issues of Language and Gender in Second and Foreign Language Education.” Language Teaching 33 (4): 203–223. doi:10.1017/S0261444800015688.
   Google Scholar
• Sunderland, J. 2000b. “New Understandings of Gender and Language Classroom Research: Texts, Teacher Talk and Student Talk.” Language Teaching Research 4 (2): 149–173. doi:10.1177/136216880000400204.
   Google Scholar
• Thornbury, S. 2013. “Resisting Coursebooks.” In Critical Perspectives on Language Teaching Materials, edited by J. Gray, 204–223. London: Palgrave Macmillan.
   Google Scholar
• Uzum, B., B. Yazan, S. Zahrawi, S. Bouamer, and E. Malakaj. 2021. “A Comparative Analysis of Cultural Representations in Collegiate World Language Textbooks (Arabic, French, and German).” Linguistics and Education 61: 1–12. doi:10.1016/j.linged.2020.100901.
   Web of Science ®Google Scholar
• Weninger, C. 2020. “Multimodality in Critical Language Textbook Analysis.” Language, Culture and Curriculum 1–14. Advance online publication. doi: 10.1080/07908318.2020.1797083
   Google Scholar
• Weninger, C., and T. Kiss. 2013. “Culture in English as A Foreign Language (EFL) Textbooks: A Semiotic Approach.” TESOL Quarterly 47 (4): 694–716. doi:10.1002/tesq.87.
   Web of Science ®Google Scholar
• Widdersheim, M. M. 2018. “Historical Case Study: A Research Strategy for Diachronic Analysis.” Library & Information Science Research 40 (2): 144–152. doi:10.1016/j.lisr.2018.06.003.
   Web of Science ®Google Scholar
• Yang, C. C. R. 2016. “Are Males and Females Still Portrayed Stereotypically? Visual Analyses of Gender in Two Hong Kong Primary English Language Textbook Series.” Gender and Education 28 (5): 674–692. doi:10.1080/09540253.2015.1103839.
   Web of Science ®Google Scholar