Sexism on EFL textbooks. A gamified proposal contributing to enhance more inclusive classrooms

Abstract

The words and expressions that we use do matter. Gender stereotypes can be found in EFL educational materials and resources, a topic which has been the object of research in recent times. The language used in textbooks serves as a model when working with students on both written and oral expression. Since grammar and vocabulary are the parts most frequently worked on, words and expressions should be reconsidered from the start of learning a foreign language. Throughout the paper presented here, reflections on how sexism subliminally affects the language in EFL textbooks will be shown. In order to prevent children from being affected by this issue, this dissertation also provides a new methodological proposal. The paper has implications for teachers, parents and policy makers, as the use of gender inclusive language is supported together with suggestions to avoid sexism in the classroom.