Representations of Gender and Sexual Identities in Austrian EFL Textb...

Adolescents’ identity development is greatly influenced by educational institutions, where they must negotiate and come to terms not only with their own identities, but also with those of their peers. According to constructionism, gender and sexual identities are socially, culturally, historically, and discursively constructed (e.g. Sunderland 2004). The foreign language classroom provides unique possibilities for this identity construction using language as a medium to express and reflect identities (Weatherall and Gallois 2003). It presents opportunities for teenagers to negotiate their identities, to position themselves as well as others (Elsner and Lohe 2016). Austrian foreign language classrooms are primarily based on textbooks, which often include ideologies regarding what is ‘normal’ or ‘acceptable’ in the society (Coates 2013). These materials may thus limit or provide opportunities for the construction of alternative or non-normative identities. Also, textbooks represent women and men, boys and girls in particular ways reflecting the aims and views of the dominant groups. Jane Sunderland thus considers textbooks important epistemological sites for the study of gender and sexuality (2004). Using a multi-perspective methodology, it is the aim of this Master’s Thesis to reveal dominant and alternative discourses as well as underlying ideologies in two textbook series used in Austrian AHS schools from grade 9 to 12. Furthermore, the question arises what role teachers play in handling textbook content and in providing alternative learning materials. Also, it was an important aspect of this presentation to talk about gender-sensitive pedagogy and about opportunities for the construction of alternative identities in language learning. 

Coates, Jennifer. 2013. “The Discursive Production of Everyday Heterosexualities.” Discourse & Society 24 (5): 536-552.

Elsner, Daniela, and Viviane Lohe. 2016. “Introduction to Teaching Gender in the EFL Classroom.” In Gender and Language Learning. Research and Practice, edited by Daniela Elsner, and Viviane Lohe, 9-19. Tübingen: Narr Verlag.

Sunderland, Jane. 2004. Gendered Discourses. New York: Palgrave.

 Weatherall, Ann, and Cindy Gallois. 2003. “Gender and Identity: Representation and Social Action.” In The Handbook of Language and Gender, edited by Janet Holmes, and Miriam Meyerhoff, 487-509. Oxford: Blackwell Publishing.