Gender Reflection in the Content of English Language Course Books

Gender discourse has dominated several genres of literary works and it is this prevalence that has influenced this piece of literary work. The book is inviting us to view how gender manifests itself in learning materials used at secondary school level in the teaching of English Language. The school as a socializing institution influences learners perceptions and behavior. It would appear that the gender disparity that is manifested in course books through language and other non-verbal images stand to reflect the gender disparity in society where male views and images seem to be favored in preference to female voices. The book appeals to educators and material writers to consider, inter alia, language and gender factors and their influence on learners. Gender sensitivity in the macro society has implications for the school culture and its tall order of socialization. Any perceived male dominance in learning materials, and in particular, course books, is likely to influence learners perceptions of gender and ultimately make female images invisible.

Autorentext

Francisca Kombe holds a Master of Education in Curriculum, majored in English(University of Zimbabwe). She has been in Applied linguistics for the past twenty five years specialising in Professional Communication Skills and teaching English to speakers of other languages.