A Critical Discourse Analysis of Gender Representation in English Textbooks

Abstract

This study investigates gender representation in the LIFE (A2-B1) English textbook through the lens of Critical Discourse Analysis (CDA). Drawing on Fairclough’s three-dimensional model and Kress and van Leeuwen’s theory of visual grammar, the research examines how language and imagery construct gender roles and identities. The analysis reveals that while the textbook promotes global inclusivity, it reproduces traditional gender norms. Male characters dominate in frequency, agency, and professional status, whereas female characters are often depicted in relational or emotional roles. Subtle discursive strategies, such as evaluative language, transitivity patterns, and visual salience, further reinforce these asymmetries. Although the textbook includes isolated efforts to challenge stereotypes, these are inconsistent and rarely integrated into the broader discourse. The research identifies more nuanced forms of gender bias, which are embedded in the linguistic and visual construction of the textbook The study concludes that ELT materials must be approached critically and offer pedagogical recommendations to foster gender-sensitive and equitable language education.