Gender Representations: A Case Study of Semiotic Analysis of Gender Bias in EFL Textbooks

Abstract

This case study investigates gender representations in the EFL textbooks "New Say Hello 6" and "Smile 6" through the lens of Roland Barthes' semiotic concepts. The research addresses four key areas: (1) gender visibility in illustrations, (2) the order of gender mentions, (3) the distribution of domestic and occupational roles, and (4) the prevalence of masculine generic nouns. "New Say Hello 6" demonstrates a higher female visibility (M = 44.01%: F = 55.99%), suggesting an effort to address gender inequality, yet male-only illustrations still persist, indicating entrenched cultural biases. The consistent 'male firstness' in gender mentions subtly reinforces gender hierarchies. Domestic roles are predominantly assigned to females, while males occupy a broader range of professional roles, reflecting traditional gender stereotypes. Despite the rarity of masculine generic nouns, their presence underscores language bias that marginalizes female experiences. Applying Barthes' theories of myth, signification, and naturalization, the study reveals how these representations perpetuate and naturalize gender norms and ideologies. This study serves two purposes: (1) to illustrate how Barthes' semiotic concepts can be used to illuminate the ideology embedded in EFL textbooks, and (2) to emphasize the need for critically examining and revising educational content to foster more inclusive and equitable gender representations.