ABSTRACT

Long-ingrained views of EFL teaching foreground grammar and language skills as the main goal of learning, backgrounding how the language classroom and materials contribute to (social) knowledge construction. Along these lines, EFL textbooks tend to avoid explicitly -and critically- addressing gender identities: they naturalise and reinforce binary and heteronormative ideologies of gender for which there is a ‘natural’ and unequivocal relation between gender, sex and social identity/behaviour. In this paper, we present some preliminary findings of an ongoing research project that investigates how EFL textbook representations of gender are negotiated in a beginner EFL classroom in Montevideo, Uruguay. Our aim is to explore the situated agency of students and teachers in collectively negotiating such representations. Preliminary findings show how through classroom interaction and work ideological spaces are opened to denaturalise gender (as represented by the textbook). Implications discuss gender in terms of the political aims of language education.

摘要

EFL长期根深蒂固的观点是将前景语法和语言技能作为学习的主要目标，并为语言教室和教材如何促进（社会）知识建设提供了背景知识。遵循这些思路，EFL教科书倾向于避免-批判性地解决性别认同：它们自然化并加强了性别的二元和异范式意识形态，在这些意识形态中，性别，性别与社会认同/行为之间存在着“自然”的，明确的关系。在本文中，我们提供了正在进行的研究项目的一些初步发现，该项目研究了如何在乌拉圭蒙得维的亚的初学者EFL教室中就性别问题进行EFL教科书表示形式的谈判。我们的目的是探索学生和教师的所在地代理，以集体协商此类代表。初步调查结果表明，如何通过课堂互动和工作思想空间来开放变性的性别（以教科书为代表）。涵义是根据语言教育的政治目标来讨论性别的。