Gender representation in chilean EFL textbooks for young learners
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Archivos
Fecha
2019
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El contenido de los materiales educativos ha sido tomado en cuenta durante los últimos años, ya
que, al aparecer tiene influencia en ambos procesos de enseñanza y aprendizaje. Este estudio
investiga la representación de género en textos de inglés actuales que son diseñados y utilizados
en escuelas básicas chilenas. Este estudio se ocupa del tema de la representación de género en los
libros de texto de inglés, particularmente en el contexto chileno. El estudio se centra en el
análisis de los aspectos sociales y lingüísticos de la representación de género. El análisis de los
aspectos sociales se realizó mediante el análisis de imágenes e ilustraciones relacionadas con la
visibilidad de género, los atributos y las ocupaciones. En relación con los aspectos lingüísticos de
la representación de género, se analizaron extractos seleccionados previamente para determinar
el uso de diferentes recursos lingüísticos como lo son verbos, pronombres, sustantivos, adjetivos
y Firstness. Con el fin de analizar los verbos, se utilizó el Sistema de transitividad de gramática
funcional (Halliday & Mattiessen, 2014) para identificar los diferentes procesos de los verbos.
Los resultados sugieren que las mujeres estaban más representadas en los aspectos sociales, mientras que los pronombres y los sustantivos masculinos siguen siendo los primeros en
mencionar a ambos géneros juntos.
The content of learning materials has been taken into consideration in recent years since it seems to influence both the process of teaching and learning. This study investigates gender representation in current EFL textbooks that are designed locally and used in Chilean primary schools. This study is concerned with the topic of gender representation in EFL textbooks, particularly in the Chilean context. The study focuses on the analysis of both social and linguistic aspects of gender representation. The analysis of social aspects was done through the analysis of pictures and illustrations regarding gender visibility, attributes and occupations. In relation to the linguistic aspects of gender representation, selected texts (instructions, exercises and readings) were analyzed to find out the use of different linguistic features such as pronouns verbs, nouns, adjective and male firstness. In order to analyze verbs the Transitivity System of Functional Grammar (Halliday & Mattiessen, 2014) was used to identify the different verbs processes. The results suggest that females where over represented in social aspects, while male pronouns and nouns are still put first when mentioning both genders together.
The content of learning materials has been taken into consideration in recent years since it seems to influence both the process of teaching and learning. This study investigates gender representation in current EFL textbooks that are designed locally and used in Chilean primary schools. This study is concerned with the topic of gender representation in EFL textbooks, particularly in the Chilean context. The study focuses on the analysis of both social and linguistic aspects of gender representation. The analysis of social aspects was done through the analysis of pictures and illustrations regarding gender visibility, attributes and occupations. In relation to the linguistic aspects of gender representation, selected texts (instructions, exercises and readings) were analyzed to find out the use of different linguistic features such as pronouns verbs, nouns, adjective and male firstness. In order to analyze verbs the Transitivity System of Functional Grammar (Halliday & Mattiessen, 2014) was used to identify the different verbs processes. The results suggest that females where over represented in social aspects, while male pronouns and nouns are still put first when mentioning both genders together.
Notas
Tesina (Magíster en la Enseñanza del Inglés como Lengua Extranjera)
Palabras clave
Identidad de Género, Inglés, Libros de Texto, Chile