A Review of Studies on Gender Representation in EFL/ESL Textbooks

Abstract

Gender representation in EFL/ESL textbooks is often transmitted in a direct way to language learners since these materials are deemed as authoritative and therefore impeccable by language learners given that they are usually written by a group of experts from corresponding fields. Therefore, it is necessary to make sure that partial gender ideologies are excluded from these materials. This paper reviews studies on gender representation in EFL/ESL textbooks which are scattered across various nations, with an attempt to see if gender impartiality is ensured in educational contexts and further calls for attention from textbooks writers and educational practitioners. At the end of this paper, a research gap is pointed out that studies to come could cast an eye on EFL/ESL textbooks at the tertiary level as gender socialization continues throughout the whole life of individuals.