Female Representation in Government-Mandated English Language Textbooks Used in Indonesian Junior High Schools

Abstract

Despite the existence of many studies into gender representation in language textbooks, little work reports the representation of female characters in language textbooks situated in such social contexts as family, occupations, school participation and achievement, and hobbies and interests. To fill this empirical gap, the present critical discourse study investigates the visibility of female characters in the two government-mandated English language textbooks used in Indonesian junior high schools. Findings show that although the textbook writers demonstrate an awareness of gender equality and responsiveness, male and female-dominated stereotypes are still encapsulated in the English language textbooks. This empirical evidence suggests that language textbook designers should be fully aware of gender issues when writing language textbooks. This is because language textbooks teach not merely language areas/skills but also knowledge and values, such as gender(ness).