Discourse of patriarchy through gendered language: A study of EFL textbooks in Bangladesh

The study aims at exploring the equal representation of male and female characters in the textbooks for young learners through the examination of the linguistic usages in the textbooks to show how biased discourses may demonstrate patriarchal social norms. Using a mixed-methods approach, it analyzed the English for Today (EfT) textbooks for Classes I, II, III, IV, and V of Bangladesh. Analyzing the contents of the textbooks, the current study examined the linguistic usage of the textbook writers. The findings of the study revealed that female characters, in comparison to male characters, were underrepresented through the use of language. For example, male characters outnumbered females in most of the cases in terms of nouns, pronouns, etc. Biased diction was also used for females. The results of the study, thus, exposed the unfair manifestations of gender and patriarchal oppression through discourses. At the end, the study suggested that textbook writers should produce gender-equitable textbooks and teachers should convey gender-neutral messages in the classroom. Hence, this study will contribute towards eliminating disparity and enhancing gender equality through the textbooks of the primary level of education in Bangladesh.