Abstract

 
 
 Gender equality in language learning has received considerable attention in research on classroom policy and materials. Within studies of materials like language learning texts, most research focuses on content analyses of character roles and images, with sometimes purposeful exclusion of non-human characters. However, non-humans in children’s picture books comprise almost 60% of the characters children read. Therefore, their representations of gender, including biases, overt sexism, and covert sexism should be examined. In this study, I examine gendering of non-human characters using corpus linguistics and critical discourse analysis. Additionally, I use critical image analysis to discuss pictorial gendering of non-human characters within 12 textbooks in two of the United States’ most widely used textbook series for language learning in elementary schools. Results indicate a strong preference for aggressive and adventurous male characters, male supremacist ideologies, and the suppression of female agency.
 
 
Highlights
It should come as no surprise that books used in U.S English as a second language (ESL) classrooms as language learning curricula carry great weight, as they are often viewed and accepted more readily by the children whose teacher has chosen and read these books to them (Wharton, 2005)
This study uses several new perspectives in analyzing ESL textbooks made in the United States for U.S public schools through linguistic analysis of gender representation of non-‐humans, followed by an analysis of the visuals in language textbooks
Gender stereotyping was prominent in illustrations through various gendered anthropomorphic strategies: facial features, adornment, coloring, and size
Summary
When considering one’s favorite childhood stories, at least one tale with fantastical characters may come to mind. These characters permeate children’s spaces—amplified, reinvented, and reimagined through various forms of technology in both social and academic contexts. The resulting schoolbooks are often relied upon not just for content area learning, and for reinforcing a society’s cultural values and norms, including gender roles which can involve gender bias and stereotyping (Witt, 2001). We know that children’s interactions with books have the potential for gender role assimilation, and for promoting social change (Capuzza, 2020). It should come as no surprise that books used in U.S English as a second language (ESL) classrooms as language learning curricula carry great weight, as they are often viewed and accepted more readily by the children whose teacher has chosen and read these books to them (Wharton, 2005)
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