Age, gender and social class in ELT course books: A critical study


ARIKAN A.

HACETTEPE ÜNİVERSİTESİ EĞİTİM FAKÜLTESİ DERGİSİ, vol.28, pp.29-38, 2005 (Peer-Reviewed Journal)

Abstract

Recent trends in English Language Teaching (ELT) research necessitates the study of coursebooks and 
instructional materials from various perspectives including but not limited to their cultural, social, and psychological qualities 
and effects (Kramsch 2000). Age, social class, and gender, as represented in coursebooks are studied because teachers and 
students are exposed to many words and images effecting their knowledge, perceptions and world views. In this critical 
research study, visual materials in two ELT coursebooks are studied by using the insight and perspective derived from 
Cunningsworth (1995) who had previously examined how age, social class, and gender were represented in ELT 
coursebooks. It is believed that by focusing on how characters are depicted, possible injustice and imbalance these visual 
materials may transmit and strengthen stereotypical thinking in students’ mindsets will be articulated, verbalized, and 
eventually solutions will be suggested. Findings revealed that many social imbalances were detectable in these visual 
materials both quantitatively and qualitatively