A Study on the Representation ofGender and Sexual Identities in EFL Textbooks in the Netherlands
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2024-08-23
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en
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This Master’s Thesis examines the representation of gender and sexual identities in English as a Foreign Language (EFL) textbooks used in Dutch upper-level secondary education. The study focuses on five categories: (1) text representation; (2) pictorial representation; (3) activities; (4) occupations; and (5) LGBTQ+ content. While gender representation in textbooks has been widely studied, no research has specifically addressed English textbooks in the Netherlands, where English is a mandatory core subject. Additionally, there is a research gap regarding the representation of sexual minorities. The research question is: How do EFL textbooks used by havo and vwo upper-level grades in Dutch secondary education represent gender and sexual identities, including non-binary and LGBTQ+ identities? The study employs a textbook analysis of the three leading publishers in the
Netherlands: Noordhoff (Stepping Stones), ThiemeMeulenhoff (New Interface), and Malmberg (Of Course!). The analysis, using Critical Discourse Analysis (CDA), reveals an overrepresentation of males and a lack of LGBTQ+ content, reflecting the existing gender social reality but failing to advocate for more inclusivity.
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Faculteit der Letteren