This study examines teacher discourse around “gender-traditional” representations in Dutch foreign language learning classes. By studying teachers´ own perspectives it becomes clear that considerable mismatches between self-articulated gender ideologies and speech acts exist (e.g., gender equality is deemed highly important, but classroom behaviors reveal that traditional representations are ignored).
Amongst others, UNESCO (2017) states that language learning materials should include diverse gender representations and show gender equality. Yet, Sunderland et al. (2001) argue that the treatment of gendered learning materials by language teachers greatly affects their interpretation and therefore should be studied. Remarkably few studies have focused on “teacher talk” around gendered texts in language education, especially for languages other than English.The present study aimed to examine with what frequency teachers ignore, subvert or endorse (non)-traditional gender representations in classroom materials, in Dutch foreign language learning classrooms in Germany. We also examined teacher´s own perspectives on gender to explain their classroom behavior. We performed 32 semi-random classroom observations and interviewed the nine participating teachers on their gender ideologies. We quantitatively and qualitatively analyzed the classroom materials, teacher´s speech acts in class and their interviews. Results show that most materials contained “gender-traditional” representations that were most frequently ignored. In rare cases, traditional representations were subverted (see title). We also find that considerable mismatches between self-articulated gender ideologies and speech acts exist (e.g., gender equality is deemed highly important, but classroom behaviors reveal that traditional representations are ignored). These outcomes suggest the necessity of gender awareness training for language teachers. Future studies should examine whether and how such training affects teachers´ classroom behaviors. In this way, it becomes clear to what degree treatment(s) of gendered language learning materials contribute to reaching educational goals as formulated by organizations such as UNESCO (2017). References: - UNESCO (2017). Making textbook content inclusive: A focus on religion, gender and culture. Retrieved from:https://www.unesco.de/sites/default/files/2018-09/Making%20textbook%20content%20inclusive.pdf. - Sunderland, J., Cowley, M., Abdul Rahim, F., Leontzakou, C., Shattuck, J. (2001). From bias “in the text” to “teacher talk around the text”. An exploration of teacher discourse and gendered foreign language textbook texts. Linguistics and Education, 11(3), 251-286.
