Email this article Women's voices in English course-books in Italy: a diachronic survey from the 50s to the 80s
Abstract
Abstract
English language teaching materials usually reflect both the explicit and the implicit attitudes and beliefs of their authors, of the society and the culture of the times they live in. Attitudes and beliefs are bound to change over time and are affected by socio-cultural changes, particularly in areas such as power relationships, the image of women and that of identity construction. The first coursebook analyses in terms of women’s representations and sexist attitudes date back to the 70s and the 80s (e.g. Hartman, Judd 1978; Stern 1976; Porreca 1984; Schmitz 1975, 1984) and have been greatly influenced by language and gender studies (e.g. Sunderland 1992, 1994, 2000; Sunderland, Litosseliti 2002; Cameron 2005).
This paper is aimed at presenting the results of a study on how women and their voices have been portrayed in ELT coursebooks addressed to Italian students over time. The analysis carried out in a diachronic perspective, have specifically focussed upon textbooks published between the 1950s and the beginning of the 80s in order to represent different historical perspectives. The proposed stretch in time to the 80s is aimed at investigating the most relevant shifts occurring in ELT coursebooks in the 70s as a consequence of changes in society and the influence of gender studies. The categories used to analyse the ELT materials have been: the representation (as well as the omission) of women and their roles in texts and illustrations; the language used to refer to women and its role in maintaining, diminishing or reinforcing sexist values.
Despite a correspondence between gender representations and ongoing changes in society, the textbooks examined appear to represent more traditional than innovative views on women.
Keywords: ELT course-books, women, attitudes, gender studies, diachronic study
Abstract
I materiali utilizzati per l’insegnamento dell’inglese di solito riflettono atteggiamenti e convinzioni dei rispettivi autori, della società e della cultura in cui vivono, che sono però destinati a mutare nel tempo in seguito a cambiamenti socio-culturali, in special modo in aree quali le relazioni di potere, l’immagine femminile, la costruzione identitaria. Le prime analisi di libri di testo relative alla rappresentazione delle donne e a atteggiamenti sessisti risalgono agli anni settanta e ottanta (ad es. Hartman, Judd 1978; Stern 1976; Porreca 1984; Schmitz 1975, 1984) e sono state fortemente influenzate anche dagli studi di genere (ad es. Sunderland 1992, 1994, 2000; Sunderland, Litosseliti 2002; Cameron 2005).
Questo contributo si propone di presentare i risultati di uno studio su come nel periodo considerato le donne e le loro voci siano state rappresentate nei libri di testo per l’insegnamento dell’inglese destinati a studenti italiani. La prospettiva diacronica – dagli anni cinquanta e l’inizio degli anni ottanta - mira a meglio cogliere i cambiamenti storici. La proposta di estendere agli anni ottanta è finalizzata a investigare i cambiamenti più rilevanti determinati sia dai cambiamenti sociali sia dagli studi di genere degli anni settanta. Le categorie utilizzate sono state: la rappresentazione (e l’omissione) delle donne e dei loro ruoli nei testi e nelle illustrazioni; la lingua usata per riferirsi alle donne e al loro ruolo nel mantenere, diminuire o rafforzare I valori sessisti.
Nonostante una certa corrispondenza tra cambiamenti sociali e rappresentazioni legate al genere, i materiali esaminati paiono offrire una visione più tradizionalista che innovativa delle donne.
Keywords: Libri di testo per la didattica dell’inglese, donne, atteggiamenti, studi di genere, studio diacronico
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