GENDER STEREOTYPES IN ENGLISH LANGUAGE TEXTBOOKS USED IN UZBEKISTAN: A CRITICAL DISCOURSE ANALYSIS
Keywords:
gender stereotypes, English language textbooks, Critical Discourse Analysis, Uzbekistan, language education, gender representation, educational materialsAbstract
This paper critically examines gender stereotypes present in English language textbooks used in Uzbekistan through the lens of Critical Discourse Analysis (CDA). It explores how language and imagery in textbooks reinforce traditional gender roles and contribute to shaping learners’ perceptions of gender. The study analyzes textbook content to identify biased representations and discusses the implications for language education and gender equality. Recommendations for developing more inclusive and balanced educational materials are provided.
References
1. Fairclough, N. (1995). Critical Discourse Analysis: The Critical Study of Language. Longman.
2. Kress, G., & Van Leeuwen, T. (1996). Reading Images: The Grammar of Visual Design. Routledge.
3. Lazar, M. M. (2007). Feminist Critical Discourse Analysis: Gender, Power and Ideology in Discourse. Palgrave Macmillan.
4. Mills, S. (2004). Discourse. Routledge.
5. Tannen, D. (1994). Gender and Discourse. Oxford University Press.
6. Talbot, M. (2010). Language and Gender. Polity Press.
7. Sunderland, J. (2004). Gendered Discourses. Palgrave Macmillan.
8. Mohammadi, M. R. (2013). Gender Representation in English Language Textbooks: A Critical Discourse Analysis. International Journal of Applied Linguistics & English Literature, 2(4), 124–131.
9. Uzbek Ministry of Public Education. (2021). Guidelines for Inclusive and Gender-Sensitive Education. Tashkent.
10. van Dijk, T. A. (1998). Ideology: A Multidisciplinary Approach. Sage Publications.
