ERIC Number: ED392270
Record Type: RIE
Publication Date: 1995
Discourse Roles, Gender and Language Textbook Dialogues: Who Learns What from John and Sally? Working Paper Series.
Jones, Martha; And Others
A study analyzed gender bias in dialogues as presented in three recent, popular textbooks designed for early intermediate or intermediate English-as-a-Second-Language (ESL) instruction. Analysis focused on dialogues intended for practice in speaking. For each textbook, data were gathered on: different male and female character types; number and average number of appearances of each characters; number of mixed-sex dialogues initiated by males and females; male and female turns; average turns per character and character type; and number and average number of dialogue words spoken by males and females and by male and female character types. Results suggest that the authors and publishers gave consideration to social roles, language use, and gender and did not fall into patterns indicating gender bias. Characteristics of ideally gender-balanced instructional materials are also discussed. Further research in this area and in gender bias in the classroom is recommended. Contains 35 references. (MSE)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: English National Board for Nursing, Midwifery and Health Visiting, London.