scholarly journals Cleaning mums and brave policemen: gender representation and gender-inclusive language in EFL teaching materials in Lithuania

2019 ◽  
pp. 75-96
Author(s):  
Annika Klein
Keyword(s):  
Second Language ◽  
Language Use ◽  
Gender Representation ◽  
Teaching Materials ◽  
Traditional Gender Roles ◽  
Inclusive Language ◽  
Four Books ◽  
Males And Females ◽  
Materials Used ◽  
And Gender

Gender representation in textbooks used for teaching English as a foreign or second language (EFL/ESL) has been analysed extensively and in various countries since the 1980s. According to most studies (e.g. Hellinger 1980; Porreca 1984; Ansary and Babaji 2003; Pihlaja 2007; Lee 2016), females tend to be underrepresented and depicted in stereotypical ways, which risks reinforcing gender clichés in students (Britton and Lumpkin 1977; Peterson and Lach 1990). To date, only a few studies (Brusokaitė and Verikaitė-Gaigalienė 2015) have focused on gender representation in teaching materials used in Lithuania; moreover, teaching materials other than textbooks remain underexplored. Using corpus analysis tools and criteria adapted from previous analyses of gender representation and language use in textbooks, this study takes a both quantitative and qualitative approach to the analysis of two EFL exercise books and two EFL test books published in Lithuania between 2005 and 2017 and currently available on the Lithuanian book market. More precisely, areas of investigation were the numerical visibility of males and females, stereotypical contexts in which characters appear, and strategies used by the authors to make the language more gender-inclusive. The results show that males are more visible numerically: not only are there more male than female characters in all four books, males are also more likely to be named first in paired constructions. With regard to stereotypical contexts, both males and females tend to be represented in traditional gender roles: males are typically represented as leaders, the breadwinners of the family and the main decision-makers; females, on the other hand, are depicted as working in stereotypically female professions or in the home domain, and they are more often described as weak, fearful and in need of assistance. Moreover, there is very little variation with regard to the traditional image of a family, typically consisting of a mother, a father and two to three children. As for the use of gender-inclusive language, the use of certain (e.g. naming both male and female pronouns when referring to a person of unknown gender), yet not all available strategies (e.g. singular they) could be observed. These findings suggest that the authors were heavily influenced by the strategies that exist for the Lithuanian language. The language used in the four books can, therefore, be said to differ to some extent from both actual language use (Pauwels 2001; Romaine 2001; Baker 2010) and the language used in teaching materials employed in countries where English is spoken as a first or second language (Jacobs 1999). Finally, this article recommends authors of future teaching materials to pay more attention to the representation of males and females and to also give importance to deviation from what is generally seen as the norm. Arguably, this would provide children with a more truthful picture of contemporary British and North American societies, and help to teach them that diversity is a positive feature.

scholarly journals Geschlechtergerechte Sprache im Arabischen. Skizzierung des Forschungsstands und Fallanalyse arabischer Übersetzungen bayerischer Behördentexte.

2021 ◽  
Author(s):  
◽  
Lisa Schor
Keyword(s):  
Gender Bias ◽  
Language Use ◽  
Arab World ◽  
Qualitative Content Analysis ◽  
Arabic Language ◽  
Inclusive Language ◽  
Geschlechtergerechte Sprache ◽  
State Of Research ◽  
And Gender

Während sich geschlechtergerechter Sprachgebrauch im deutschen Sprachraum bereits mehr oder weniger etabliert hat, steckt die Forschung zur sprachlichen Gleichbehandlung in der arabischen Welt noch in den Kinderschuhen. In der vorliegenden Arbeit wird zunächst der aktuelle Forschungsstand rund um Gender Bias und geschlechtergerechte Sprache im Arabischen skizziert. Im Anschluss folgt eine Einzelfallstudie, in der 15 Behördentexte bayerischer Staatsministerien und deren arabische Übersetzungen einer qualitativen Inhaltsanalyse unterzogen werden. Anhand eines eigens erstellten Kategoriensystems wird analysiert, welche Strategien derzeit bei der Übersetzung geschlechtergerechter Formulierungen ins Arabische angewandt werden. Aus der Skizzierung des Forschungs-stands geht hervor, dass die arabische Sprache sowohl auf formaler als auch auf soziolinguistischer Ebene viele androzentrische Elemente enthält. Verschiedene Möglichkeiten für einen geschlechtergerechten Sprachgebrauch werden dargestellt. Es wird ersichtlich, dass in der arabischen Welt eine zunehmende Sensibilisierung für sprachliche Gleichbehandlung zu beobachten ist. Die Einzelfallstudie zeigt, dass geschlechtergerechte Formulierungen bei der Übersetzung ins Arabische bevorzugt ins generische Maskulinum übertragen werden. Gelegentlich finden sich zwar auch Beidnennungen, diese sind jedoch als wörtliche Übersetzung der Ausgangsformulierungen zu interpretieren. Die Intention der Ausgangstexte für sprachliche Gleichbehandlung spiegelt sich in den arabischen Übersetzungen nicht wider, daher wird geschlussfolgert, dass den Übersetzenden das Konzept geschlechtergerechter Sprache nicht hinreichend bekannt ist. While gender-inclusive language use is already more or less established in the German-speaking society, research on linguistic equality in the Arab world is still in its early days. This paper first outlines the current state of research on gender bias and gender-inclusive language in Arabic. It is then followed by a case study in which 15 official texts of Bavarian state ministries and their Arabic translations are subjected to a qualitative content analysis. Through a system of categorization, the study analyzes which strategies are currently used in translating gender-inclusive phrases into Arabic. From the outline of the state of research, it is clear that the Arabic language contains many androcentric elements, both on a formal and sociolinguistic level. Various possibilities for gender-inclusive language use are presented. It becomes apparent that there is an increasing awareness of linguistic equality in the Arab world. The case study shows that gender-inclusive phrases are preferably transferred to the generic masculine when translated into Arabic. Occasionally, pairing is also found, however it is to be interpreted as a literal translation of the source material. The intention of the source texts for linguistic equality is not reflected in the Arabic translations. Thus, it is concluded that the translators are not sufficiently familiar with the concept of gender-inclusive language.

scholarly journals An Exploration of Beliefs about Gender Differences in Language Use

2018 ◽  
Vol 4 (3) ◽  
pp. 48-57
Author(s):  
Esma Latić ◽  
Amna Brdarević Čeljo
Keyword(s):  
Bosnia And Herzegovina ◽  
Language Use ◽  
Private University ◽  
Natural Order ◽  
Women's Speech ◽  
Scientific Exploration ◽  
Language And Gender ◽  
Males And Females ◽  
And Gender ◽  
Mental Constructs

It is the natural order of things for humans to acquire beliefs and conform to stereotypes in an attempt to explain phenomena surrounding them. These mental constructs are known to have a pervasive influence on the way people think and act, and therefore are partly responsible for shaping our social reality. Thus, due to their impact, scientific exploration is needed to illuminate their nature and so enable humans to act upon these findings. Beliefs or stereotypes that are being studied in this particular research are those held about the differences in language use by men and women. Acknowledging that people in Bosnia and Herzegovina largely comply to traditional, patriarchal social norms, this study aims to elucidate the matter by investigating whether students of a private university situated in Sarajevo, Bosnia and Herzegovina, conform to widespread stereotypes about language and gender, women’s speech and men’s speech in particular, and whether males and females differ in conformity to the stereotypes.

College Students’ Perceptions of Gender-Inclusive Language Use Predict Attitudes Toward Transgender and Gender Nonconforming Individuals

2018 ◽  
Vol 38 (3) ◽  
pp. 329-352 ◽  
Author(s):  
Alison J. Patev ◽  
Chelsie E. Dunn ◽  
Kristina B. Hood ◽  
Jessica M. Barber
Keyword(s):  
Language Use ◽  
Meta Analysis ◽  
Negative Consequences ◽  
Negative Attitudes ◽  
Gender Nonconforming ◽  
Inclusive Language ◽  
Positive Attitudes ◽  
And Gender ◽  
Biased Language ◽  
Linear Regressions

Transgender and gender nonconforming (TGNC) individuals face negative consequences linked to prejudice, including homelessness and violence. One medium that perpetuates prejudice toward TGNC individuals is our choice in language. Biased language is related to prejudiced attitudes. Use of gender-inclusive language, however, promotes gender equality. Previous research has examined gender-inclusive language use regarding cisgender men and women, but little work has focused on gender-inclusive language use regarding TGNC individuals. Two studies explored the connections between attitudes toward transgender individuals and perceptions of TGNC-inclusive language. Three hierarchical linear regressions and a mini meta-analysis were conducted. Results suggest that people with negative attitudes toward transgender individuals perceive greater difficulty in using gender-inclusive language. These findings suggest that inclusive language use may be indicative of more positive attitudes.

scholarly journals Student’s general attitude in gender-inclusive language

2021 ◽  
Vol 10 (3) ◽  
pp. 864
Author(s):  
Ma. Theresa R. Remigio ◽  
Arlene D. Talosa
Keyword(s):  
Quantitative Research ◽  
Positive Attitude ◽  
Language Use ◽  
Survey Questionnaire ◽  
General Attitude ◽  
Inclusive Language ◽  
Language And Gender ◽  
Sexist Language ◽  
And Gender ◽  
Willingness To Use

Centered on studies on language and gender, this study generally aimed to assess the students’ general attitude towards Gender-Inclusive It likewise determined difference on attitude when grouped according to sex. The study utilized quantitative research design. Survey questionnaire using the IASNL was the instrument used which assesses beliefs, recognition of sexist language and willingness to use gender-inclusive language. Respondents utilized were randomly selected students of the College of Teacher Education. Results revealed that most of the students were female, displaying a positive attitude towards gender-inclusive language which indicates the students’ openness to gender-inclusive language use. It was found though that women and men did not seem to care strongly one way or another about gender-inclusive language. The result is reflective of the potential positive feedback to the Gender and Development (GAD) mainstreaming programs of the campus on the use of the said language.

scholarly journals On Gender and Apology Strategies: The Case of Arabic

2015 ◽  
Vol 14 (1) ◽  
pp. 224-265 ◽  
Author(s):  
Mustafa Ali Harb
Keyword(s):  
Second Language ◽  
Direct Contact ◽  
Speech Act ◽  
Native Speakers ◽  
Real Life ◽  
Cross Cultural ◽  
General Terms ◽  
Completion Task ◽  
Males And Females ◽  
And Gender

Abstract The purpose of this study is to see whether gender plays a role in the apology strategies employed by native speakers of Arabic, i.e., how Arab males and females express apologies in different situations. Data necessary for this study were collected via a Discourse Completion Task (DCT) questionnaire, incorporating 10 real-life scenarios in the form of short descriptive statements. In accordance with the Cross-Cultural Speech Act Realisation Patterns, participants’ responses(n = 20) were analysed and further classified into five distinct apology strategies: (Illocutionary Force Indicating Device (IFID), Responsibility (RESP), Explanation (EXPL), Repair (REPR), and Forbearance (FORB)). The researcher initially hypothesised that apology strategies employed by participants would exhibit more differences than similarities among native speakers of Arabic. Contrary to previously conducted research on this subject (i.e., attesting more differences), the data analysed (n = 350 apology exchanges) revealed more similarities than differences regardless of gender. In fact, no statistically significant differences were found. In addition to contributing to the current theoretical debate on gender and gender-related topics, the results of this study may entail pedagogical implications for those in direct contact with Arab learners of English as a Second Language or with speakers of Arabic in general terms.

Willingness to Communicate, Linguistic Self-confidence, and Language-use Anxiety: The Iranian EFL Context

2016 ◽  
Vol 6 (12) ◽  
pp. 2265 ◽  
Author(s):  
Mahsa Ghanbarpour
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Use ◽  
Willingness To Communicate ◽  
Theory And Practice ◽  
Target Language ◽  
Age And Gender ◽  
Self Confidence ◽  
And Gender ◽  
Second Language Pedagogy

Functioning as a mediating factor between having communicative competence in the target language and putting this competence to use, willingness to communicate (WTC) has enjoyed scholars’ attention in the field of second language acquisition (SLA). The present quantitative study examined the contribution of Iranian EFL learners’ linguistic self-confidence in their proficiency and language-use anxiety to their WTC level as well as the possible impact of age and gender on learners’ reported L2 WTC. 188 university students, who were randomly selected,  filled in a questionnaire, and correlation analyses, one-way between-groups ANOVA, independent-samples t-test, and standard multiple regression were run to analyze the collected data. Results indicated that L2 self-confidence made a significant contribution to the prediction of L2 WTC. Moreover, it was found that learners’ age and gender did not make a statistical difference to their WTC. The findings could inform debates on the theory and practice of WTC and feed into further pertinent research in second language pedagogy.

Projected future risk of leukemia and brain tumors from unnecessary brain CT scans: a multi-center study in Iran

2020 ◽  
Author(s):  
A. Asgari ◽  
A.A. Parach ◽  
F. Bouzarjomehri ◽  
F. Shirani-Takabi ◽  
A.H. Mehrparvar ◽  
...  
Keyword(s):  
Brain Cancer ◽  
Age Groups ◽  
Young Patients ◽  
Ct Scans ◽  
Brain Ct ◽  
Males And Females ◽  
And Gender ◽  
Multi Center Study ◽  
Gender Groups ◽  
Probability Of Cancer

Introduction: Computer Tomography (CT) scans can deliver a relatively high radiation dose to the patient, therefore radiation protection for this modality is paramount. The present study determined the frequency of no abnormality detected (NAD) brain CT scans and probability of cancer induction in different age groups and genders. Methods: In this study, brain CT reports were used to identify any findings as abnormality detected (AD) and others as NAD. Then probability of future leukemia and brain cancer was estimated for different age and gender groups. Results: On average, in 65% of the cases the results were NAD (56% and 76% among males and females, respectively). Among children, 79% of the reports were NAD. The total number of projected brain cancers was 1.8 and 1.3 for males and females, respectively. The number of projected leukemia cases was 0.75 and 0.7 for males and females, respectively. For pediatric patients, brain CT scans can lead to leukemia cases about 4.5 times more often than adults. Conclusion: Brain CT scans can lead to additional cases of brain cancer and leukemia. A significant fraction of brain CTs were NAD (non-pathologic) and could practically be replaced by other radiation-free imaging modalities, especially in pediatric and young patients.

PENGEMBANGAN BAHAN AJAR TEKS DRAMA BERDASARKAN PENGALAMAN PENGARANG

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Didin Khaerudin ◽  
Suherli Kusmana ◽  
Iyay Robia Khaerudin
Keyword(s):  
Personal Experience ◽  
Teaching Materials ◽  
Learning Skills ◽  
Student Activities ◽  
Development Method ◽  
Average Value ◽  
Surrounding Environment ◽  
Basic Competencies ◽  
Materials Used ◽  
Minimum Criteria

Research conducted to develop drama text teaching materials based on the experience of the author of the drama script aims to make it easier for students to understand drama text material. In addition, based on the author's experience students are expected to emulate the author's creative process in writing a paper. The research method used in this research is the research and development method. Based on the results of the interview it can be concluded that the ability to write drama is determined based on mastery of the elements of drama and the ability to develop stories based on the author's experience. The process of writing drama is done in several steps: (1) searching for ideas based on personal experience, other people, or the surrounding environment; (2) processing ideas to find plots (characters), characters or characters that vary with their inner conflicts, settings and dialogues, interesting conflicts, and messages to be conveyed; (3) starts the process of writing drama with stages and elements of drama; (4) revision of drama products. Teaching material developed is presented from basic competencies of knowledge and basic competencies of learning skills. Based on experiments on developed teaching materials it is known that the average value of the ability to write plays gets a score exceeding the minimum criteria, so that the teaching materials used are effective. Based on observations it is known that teaching materials can help students in learning and student activities become more independent, and active.

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