A Study on the Representation ofGender and Sexual Identities in EFL Textbooks in the Netherlands

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dc.contributor.advisorJanssen, Lindsay
dc.contributor.advisorWilbers, U.M.
dc.contributor.authorHorst, V.A.L. van der (Vera)
dc.date.issued2024-08-23
dc.description.abstractThis 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.
dc.identifier.urihttps://theses.ubn.ru.nl/handle/123456789/18060
dc.language.isoen
dc.thesis.facultyFaculteit der Letteren
dc.thesis.specialisationspecialisations::Faculteit der Letteren::Master Educatie in de Taal- en Cultuurwetenschappen::Engels
dc.thesis.studyprogrammestudyprogrammes::Faculteit der Letteren::Master Educatie in de Taal- en Cultuurwetenschappen
dc.thesis.typeMaster
dc.titleA Study on the Representation ofGender and Sexual Identities in EFL Textbooks in the Netherlands

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