scholarly journals Depiction of Gender in American Headway Series

2017 ◽  
Vol 1 ◽  
pp. 24-29
Author(s):  
Mohammad Amin Mozaheb
Keyword(s):  
Gender Roles ◽  
Gender Identity ◽  
Foreign Language ◽  
Learning Process ◽  
Research Articles ◽  
Gender Representations ◽  
Men And Women ◽  
Oxford University ◽  
Gender Biases ◽  
The Common

A great number of researchers interested in designing and producing EFL/ESL materials believe that gender roles and representations can motivate students while learning a foreign language such as English. This comes while some scholars believe that gender representations can hinder the learning process. Ever since the day EFL/ESL experts have determined the significance of gender in EFL/ESL textbooks, a number of studies have been conducted to uncover the prejudices and biases inserted in EFL materials. Linked to previous research articles and studies, the present study aims to investigate how social gender identity is defined through adjectives and photos used in American Headway 5 published by Oxford University Press in 2016. To obtain the objective of the study, the common adjectives used in the conversation section of the American Headway 5 have been detected and counted. Then they were presented in related tables utilizing frequencies. Additionally, the photos all extracted from the book have been tested against gender biases and prejudices. The findings of the study reveal that American Headway 5attempts to demonstrate both men and women equally, albeit some instances of biases have been detected in the pictures. The findings of the current research can be used by materials developers, syllabus designers as well as EFL/ESL practitioners.

scholarly journals The Transmission of Cultural Values via EFL Textbooks in China

2016 ◽  
Vol 8 (2) ◽  
pp. 128-144 ◽  
Author(s):  
Jingyi Li
Keyword(s):  
Gender Roles ◽  
Foreign Language ◽  
Cultural Values ◽  
Common Sense ◽  
National Curriculum ◽  
The Common ◽  
Language Textbooks

This article examines the cultural values conveyed via texts and illustrations in EFL (English as a foreign language) textbooks currently in use in China. The large number of cultural values represented include patriotism, respect, diligence, collectivism, and equitable gender roles. These show that the national curriculum has been implemented in EFL textbooks. At the same time, the “common sense” design of textbooks also reflects textbook editors’ and writers’ cultural values.

scholarly journals Gender Stereotypes in Teaching Aids on Russian as a Foreign Language for Beginners

2021 ◽  
Vol 12 (4) ◽  
pp. 1236-1246
Author(s):  
Natalya S. Artyukhova ◽  
Olga S. Saykina ◽  
Anna A. Solovyeva
Keyword(s):  
Gender Roles ◽  
Foreign Language ◽  
Gender Stereotypes ◽  
Foreign Students ◽  
Qualitative Content Analysis ◽  
Method Comparison ◽  
Comparison Method ◽  
Russian Language ◽  
Men And Women ◽  
Teaching Aids

The paper brings up the issue of reflecting gender roles in textbooks for international students, investigates which concepts of men and women they can potentially form among foreign students on the basis of these teaching aids. The aim of the present study is to describe the gender roles of men and women in the textbooks of the Russian language for beginners. For that, it was necessary to solve a number of tasks, such as fixing examples of gender-characterized units in teaching aids; creating a system of categories for comparison and comparing the analysis results of all involved textbooks. The following methods of qualitative content analysis, classification method, comparison method were used in the work. Popular textbooks on Russian as a foreign language were taken for the analysis. This study makes it possible to investigate gender roles in Russian culture through the spectacle of the textbooks for foreigners, allowing us to get a new angle on the correlation of gender characteristics. The study can also be used by future textbook authors to further develop textbook characters in terms of their gender roles. The authors of the study conclude that textbook representations convey stereotypic ideas about the roles of men and women, but these images cannot be recognized as corresponding to extra-linguistic reality, which can potentially result in communication failures among foreign students when interacting with Russians.

scholarly journals GENDER PERSPEKTIF ETIKA PESANTREN (Studi Tentang Kepemimpinan Kiai dan Nyai Tentang Sosialisasi Gender di Lingkungan Sosial Pondok Pesantren Wahidhasyim Sleman Yogyakarta)

2020 ◽  
Vol 13 (2) ◽  
pp. 313-332
Author(s):  
Erfan Efendi
Keyword(s):  
Gender Roles ◽  
Gender Identity ◽  
Gender Role ◽  
Gender Socialization ◽  
Boarding School ◽  
Gender Construction ◽  
Socialization Process ◽  
Men And Women ◽  
Women In Islam

Gender socialization in pesantren is a top priority because gender construction in pesantren is very dependent on how gender identity is also formed through how strong the socialization process is. The identity formed in the pesantren will then become a reference for the students to socialize or interact with the environment outside the pesantren. From that, the issue of gender or equal partnerships between men and women, which was previously known as the increase in the position of the role of women in Islam, has increasingly attracted a lot of progress and success. There are two orientations in socializing gender in pesantren, namely: first, strengthening the normativity of gender roles . This role is performed by most of the kyai, nyai, and teachers. Second, prioritizing gender role textuality. This motive is carried out by a small number of madrasah teachers and badal kyai and nyai when conducting recitation at the pesantren. The problem is the focus of this research discussion. First, what is the role of kyai and nyai leadership in gender socialization at the Wahid Hasyim Islamic boarding school, Sleman Yogyakarta. Second, how to implement gender criteria in the regulations of the Wahid Hasyim Sleman Yogyakarta Islamic boarding school. Third, how is the implementation of the santri behavior of the Wahid Hasyim Sleman Yogyakarta Islamic boarding school. Sosialisasi gender di pesantren menjadi prioritas utama sebab konstruksi gender yang ada di pesantren sangat bergantung pada bagaimana identitas gender juga dibentuk melalui seberapa kuat proses sosialisasinya. Identitas yang terbentuk di pesantren selanjutnya akan menjadi acuan para santri untuk bermasyarakat ataupun berinteraksi dengan lingkungan di luar pesantren. Dari itu, persoalan gender atau kemitra sejajaran antara laki-laki dan perempuan yang sebelumnya dikenal dengan peningkatan kedudukan peran perempuan dalam Islam semakin menarik banyak kemajuan dan keberhasilan.Terdapat dua orientasi dalam mensosialisasikan gender di pesantren, yaitu: pertama, menguatkan normativitas peran-peran gender. Peran ini dilakukan oleh sebagian besar para kyai, nyai, dan guru. Kedua, mengedepankan tekstualitas peran gender. Motif ini dilakukan oleh sebagian kecil guru madrasah dan badal kyai serta nyai ketika melakukan pengajian di pesantren. Adapun problem yang menjadi fokus pembahasan penelitian ini. Pertama, Bagaiman peran kepemimpinan kyai dan nyai dalam sosialisasi gender di pesantren Wahid Hasyim Sleman Yogyakarta. Kedua, Bagaimana implementasi kesteraan gender dalam peraturan pesantren Wahid Hasyim Sleman Yogyakarta. Ketiga, bagaimana implementasi pada perilaku santri pesantren Wahid Hasyim Sleman Yogyakarta.

Sex Differences in Cardiovascular Reactivity

2009 ◽  
Vol 23 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Matthew C. Whited ◽  
Kevin T. Larkin
Keyword(s):  
Blood Pressure ◽  
Heart Rate ◽  
Sex Differences ◽  
Gender Roles ◽  
Cardiovascular Reactivity ◽  
Task Type ◽  
Conflict Task ◽  
Men And Women ◽  
Conflicting Evidence ◽  
Blood Pressure Responses

Sex differences in cardiovascular reactivity to stress are well documented, with some studies showing women having greater heart rate responses than men, and men having greater blood pressure responses than women, while other studies show conflicting evidence. Few studies have attended to the gender relevance of tasks employed in these studies. This study investigated cardiovascular reactivity to two interpersonal stressors consistent with different gender roles to determine whether response differences exist between men and women. A total of 26 men and 31 women were assigned to either a traditional male-oriented task that involved interpersonal conflict (Conflict Task) or a traditional female-oriented task that involved comforting another person (Comfort Task). Results demonstrated that women exhibited greater heart rate reactions than men independent of the task type, and that men did not display a higher reactivity than women on any measure. These findings indicate that sex of participant was more important than gender relevance of the task in eliciting sex differences in cardiovascular responding.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

Edmodo as an Assessment Tool in the Foreign Language Learning Process

2018 ◽  
Vol 5 (3) ◽  
pp. 210-215
Author(s):  
Flavia Kaba
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Assessment Tool ◽  
Foreign Language Learning ◽  
Modern Technology ◽  
Foreign Language Anxiety ◽  
Learning Platform ◽  
Secure Learning ◽  
Innovative Techniques

Abstract Due to the rapid developments in educational technology, today’s professors are in search of exploring innovative techniques in order to promote involvement of students in the learning process in general and in the foreign language learning process in particular. This is why today’s students are seen as digital-natives and being motivated for the learning process is very difficult if the modern technology they are familiar with is not utilized effectively in the classroom. When it comes to the assessment part of this process, the situation may become worse, as most of the students feel unwilling due to anxiety problems in general and foreign language anxiety in particular. This study presents an innovative way of assessing students’ skills that they gain during foreign language learning process introducing Edmodo, which is an educational social network that provides a secure learning platform for students and educators. This study is a descriptive one, based on the analyses, surveys, and opinions of different researchers that have implemented this platform in their teaching process. The main objective is to introduce the implementation of various assessment applications through Edmodo.

Similarities in the Syntactic Structure of the German and Croatian Language

2018 ◽  
Vol 5 (3) ◽  
pp. 107-118
Author(s):  
Manuela Svoboda
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Language Teaching ◽  
Syntactic Structure ◽  
Foreign Language Teaching ◽  
Subordinate Clause ◽  
German Language ◽  
Syntactic Structures ◽  
Subordinate Clauses

Abstract The purpose of this paper is to analyse any potential similarities between the Croatian and German language and present them adopting a contrastive approach with the intent of simplifying the learning process in regards to the German syntactic structure for Croatian German as foreign language students. While consulting articles and books on the theories and methods of foreign language teaching, attention is usually drawn to differences between the mother tongue and the foreign language, especially concerning false friends etc. The same applies to textbooks, workbooks and how teachers behave in class. Thus, it is common practice to deal with the differences between the foreign language and the mother tongue but less with similarities. This is unfortunate considering that this would likely aid in acquiring certain grammatical and syntactic structures of the foreign language. In the author's opinion, similarities are as, if not more, important than differences. Therefore, in this article the existence of similarities between the Croatian and German language will be examined closer with a main focus on the segment of sentence types. Special attention is drawn to subordinate clauses as they play an important role when speaking and/or translating sentences from Croatian to German and vice versa. In order to present and further clarify this matter, subordinate clauses in both the German and Croatian language are defined, clarified and listed to gain an oversight and to present possible similarities between the two. In addition, the method to identify subordinate clauses in a sentence is explained as well as what they express, which conjunctions are being used for each type of subordinate clause in both languages and where the similarities and/or differences between the two languages lie.

The involvement of neuro-linguistics and mind mapping in the development of a holistic perception of language education

2018 ◽  
Vol 6 (2) ◽  
pp. 116-125
Author(s):  
Gabriela Petrová ◽  
Nina Kozárová
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Language Education ◽  
Linguistic Knowledge ◽  
Mind Mapping ◽  
Repetitive Process ◽  
Holistic Perception ◽  
Mind Maps

Abstract The majority of people who have experienced institutionalized education have found it extremely laborious, slow and a necessarily repetitive process. The authors of this paper focus on and present possibilities for making the teaching of a foreign language more effective through mind mapping: the implementation of neuro-linguistic knowledge and mind maps into the learning process.

Negotiating Boundaries Between Gender and Social Identities in the Principality of Samos: The Case of Divorces (1902–1911)

2016 ◽  
Vol 8 (1) ◽  
pp. 90
Author(s):  
Vasilios Gialamas ◽  
Sofia Iliadou Tachou ◽  
Alexia Orfanou
Keyword(s):  
Social Context ◽  
Gender Identity ◽  
Social Roles ◽  
Cultural Construction ◽  
Social Identities ◽  
Gender Ratio ◽  
Men And Women ◽  
The Social ◽  
The Government ◽  
Qualitative Characteristics

This study focuses on divorces in the Principality of Samos, which existed from 1834 to 1912. The process of divorce is described according to the laws of the rincipality, and divorces are examined among those published in the Newspaper of the Government of the Principality of Samos from the last decade of the Principality from 1902 to 1911. Issues linked to divorce are investigated, like the differences between husbands and wives regarding the initiation and reasons for requesting a divorce. These differences are integrated in the specific social context of the Principality, and the qualitative characteristics are determined in regard to the gender ratio of women and men that is articulated by the invocation of divorce. The aim is to determine the boundaries of social identities of gender with focus on the prevailing perceptions of the social roles of men and women. Gender is used as a social and cultural construction. It is argued that the social gender identity is formed through a process of “performativity”, that is, through adaptation to the dominant social ideals.

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