Content Analysis of Linguistic Sexism in Jordanian English as a Foreign Language (EFL) Textbooks

Abstract

Linguistic sexism is still prevalent in many school textbooks. This study aims at performing a content analysis of linguistic sexism in nine Jordanian English as a Foreign Language (EFL) textbooks. The purpose of this study was to examine whether or not linguistic sexism is inculcated in these textbooks. To examine linguistic sexism, the study investigated linguistic sexism implied by images, photographs, illustrations, pictures, and texts found in Jordanian EFL textbooks. The study investigated the presence and number of masculine and feminine pronouns and adjectives. The results showed that Jordanian EFL textbooks contained substantial linguistic sexism. Moreover, quantitative data showed that males’ presence was superior to females’ presence. In other words, the number of feminine pronouns and adjectives used in images, photographs, pictures, and illustrations was significantly inferior to males’. Finally, the study showed that the adjectives used in these textbooks are stereotypical of males and females. In sum, the Jordanian EFL textbooks contained significant linguistic sexism. Key words: linguistic sexism, stereotypes, textbooks, English language, gender.