Analysis Of Language Textbooks Research Articles

Analysis of Language Textbooks in Georgia: Approaches to Gender Equality of Males and Females While Teaching Languages

This study aimed to explore gender equality in language textbooks in Georgian schools. The content analysis method was used to answer the research questions, and a theoretical framework was developed based on Porreca's Analytical Framework (1984). The research revealed that men remain more visible in textbooks. Social roles, activities, and professions are gender-biased, and the books contribute to the development of gender stereotypes. The study identified five different approaches that school textbook authors adopt toward gender equality: (1) superficial, (2) artificial, (3) additive, (4) deliberate ignorance, and (5) attitudinal nondeliberate gender mainstreaming approach.

Language textbooks following the Meiji Restoration

The Education System Order (Gakusei) was promulgated in 1872 and remained in effect until 1879. This period is often referred to by specialists as the “translated textbooks period”. An analysis of language textbooks from that period shows that they reflected the ideological and philosophical views dominating the world of education at the beginning of the Meiji era. The major influence at that time was American and Pestalozzian. But the influence of Edo-period textbooks was still palpable in these so-called new publications. The Gakusei period was a unique moment in the history of Japanese education, a situation that would continue for another few years but would never again be repeated.

Changing Political Culture and Changing Curriculum: an analysis of language textbooks in the People's Republic of China

(1985). Changing Political Culture and Changing Curriculum: an analysis of language textbooks in the People's Republic of China. Comparative Education: Vol. 21, No. 2, pp. 197-208.