Gender Representation in Instructional Materials: A Study of Iranian English Language Textbooks and Teachers’ Voices

There is evidence to suggest that young children more readily absorb the subtle messages that are encoded in any type of text and talk, and what they take away from these texts contributes in helping them develop their own identity in relation to their role in society. In this paper, we examine the construction of ethnic identity in a selection of English language textbooks targeted at young Malaysian children in primary schools. Based on a content analysis of visual and verbal language in two Primary Three English language textbooks, we report on the encoded messages that are transmitted to young Malaysian children about their place in society. The findings reveal significant imbalances in the way characters of different ethnic backgrounds are represented. This imbalance is a cause for concern as the message conveyed to young Malaysian children could be potentially damaging. Keywords: textbook, ethnicity, identity construction

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Classroom Instruction for Young Spanish Speakers

Council review ◽

10.1177/001440297404100102 ◽

1974 ◽

Vol 41 (1) ◽

pp. 16-19

Author(s):

Joyce Evans ◽

A. E. Guevara

Keyword(s):

Mexican American ◽

English Language ◽

Cultural Background ◽

Spanish Speakers ◽

Instructional Materials ◽

Bilingual Instruction ◽

Spanish Speaking ◽

Spanish Speaker ◽

American Children ◽

Certified Teacher

Bilingual instruction for the education of Mexican American children, particularly instruction in Spanish, is a problem in many parts of the country. Instructional materials developed specifically for the Spanish speaking child are not always available and a literal translation of English language materials into Spanish may be inadequate and/or inaccurate. Programs designed for the Spanish speaker and taught by a certified teacher who is bilingual are preferable. When this is not immediately possible, temporary solutions or arrangements can be implemented within schools and/or preschool centers in order to build upon the child's native language and cultural background.

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DEVELOPING INSTRUCTIONAL MATERIALS OF ENGLISH MORPHOLOGY FOR ENGLISH DEPARTMENT COLLEGE-LEARNERS

Journal on English as a Foreign Language ◽

10.23971/jefl.v5i1.94 ◽

2015 ◽

Vol 5 (1) ◽

pp. 1

Author(s):

Chothibul Umam

Keyword(s):

English Language ◽

Language Education ◽

Field Testing ◽

Instructional Materials ◽

Word Choice ◽

Course Content ◽

Instructional Process ◽

Material Development ◽

State College ◽

Materials Used

The role of knowledge on English Morphology for the students of English Language Education (henceforth ELE) cannot be neglected. However, the preliminary observations done by the researcher during the instructional process of English Morphology at the State College for Islamic Studies (STAIN) Kediri Indonesia, for three academic years shows that most of the students still get difficulty in understanding the course content. The researcher, therefore, is of the opinion that the instructional materials used in the classes need to be developed. The adaptation version of Borg & Gall (1983) model of R & D covering preliminary observation, designing preliminary product, expert validation, product revision, field testing or try out, and revision to produce final product is used to develop an instructional material on English Morphology. The products mostly concern on 1) the course content, 2) the exercises, and 3) the level of language difficulty or word choice. The researcher expects that the final product of this study could be used as a handbook for the students in studying English Morphology.Keywords: instructional materials, material development, English morphology

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Readability of English language textbooks for diploma students of the University of Cape Coast

International Journal of Research Studies in Language Learning ◽

10.5861/ijrsll.2019.3008 ◽

2019 ◽

Vol 8 (1) ◽

Author(s):

Gyasi William Kodom ◽

Slippe Dorcas Pearl

Keyword(s):

English Language ◽

Cape Coast ◽

Language Textbooks ◽

The University

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The Islamic Values Implemented in the English Language Syllabuses for the First Three Grades in Jordan

World Journal of Educational Research ◽

10.22158/wjer.v6n2p299 ◽

2019 ◽

Vol 6 (2) ◽

pp. p299

Author(s):

Dr. Mohammad Dayij Suleiman Al.qomoul

Keyword(s):

Foreign Language ◽

English Language ◽

Primary Grades ◽

The Subject ◽

And Behaviors ◽

Language Textbooks ◽

Islamic Values ◽

Learning English

The study aimed at investigating the Islamic values basically (faith, worship, moral, and social) that could be implemented in the English language syllabuses of the first three grades in Jordan. The researcher revised those three syllabuses and found some fundamental Islamic values which affect the students’ behavior. “Words, phrases and sentences” are taken as original units for analysis and investigations. The subject of the study consisted of all the English language textbooks (Student’s Books and Activity Books) of the first three grades in Jordan. The sample of the study is the subject of the study itself, since the researcher analyzes all the English language books for the three primary grades in Jordan. The selected values are important in realization of goals and behaviors of learning, in general and in learning English as a foreign language, in particular. For values have the power of developing personality, which in turn, makes learning more effective and permanent. The findings of the study show that some fundamental Islamic values were implemented in these textbooks with some variation from one grade to another and some others are totally absent as shown in the Tables (1-5). Based on the findings of the study, the researcher attempts to figure out some remarkable suggestions and recommendations.

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Gender (Representation) in Foreign Language Textbooks: Avoiding Pitfalls and Moving On

Gender Representation in Learning Materials ◽

10.4324/9781315764092-7 ◽

2015 ◽

pp. 25-40

Keyword(s):

Foreign Language ◽

Gender Representation ◽

Language Textbooks

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Supplementary Resources Materials in English Language Classrooms: Development and Implementation

Tribhuvan University Journal ◽

10.3126/tuj.v32i1.24791 ◽

2018 ◽

Vol 32 (1) ◽

pp. 251-260

Author(s):

Tek Mani Karki

Keyword(s):

English Language ◽

Group Discussion ◽

English Language Teaching ◽

Instructional Materials ◽

Teaching Materials ◽

Teacher Needs ◽

Language Classrooms ◽

Major Factors ◽

Teaching Learning ◽

English Language Classrooms

Supplementary resource materials are additional but more useful in English language teaching (ELT). The teacher needs to supplement materials to promote motivation, which is one of the key factors influencing learning. However, there is a lack of study what supporting materials the teachers are using in English language classrooms for teaching learning purposes. This paper attempts to explore the supplementary teaching materials selected and used in ELT classrooms of community schools in Nepal. The information was collected through observations, interviews and focus group discussion. It was found that non-technical visual supplementary teaching materials were used more than technical and audio/audio visual ones. Most of the materials were used for reading and writing purposes. Teachers’ knowledge about technology, carefulness in using appropriate instructional materials/techniques, infrastructure and existing facilities of schools, are the major factors that affect to use the supplementary materials successfully in classrooms.

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