In Italy, several contributions have studied the presence of gender-stereotyped patterns in textbooks: many of these focused on Italian elementary school texts, and only a few on texts for teaching Italian L2/FL to young adults and adults. To this date we are not aware of any study that addresses gender stereotypes in texts for teaching Italian L2/FL to children. In the first section, this paper gives a review of the most noteworthy Italian research on the representation of gender in textbooks and Italian L2/FL coursebooks from the 1990s to present; in section two it reports, on the same topic, the findings of the quantitative and qualitative analysis of a corpus of six Italian L2/FL textbooks intended for children. The purpose of the analysis is to understand to what degree gendered content both visual and textual is purported to be neutral in language learning.
In Italia diversi contributi hanno indagato sulla presenza nei libri di testo di modelli stereotipati in relazione al genere: molti di questi hanno lavorato sui testi delle scuole elementari italiane; più rari quelli sui testi per l’insegna-mento dell’italiano L2/LS a ragazzi/e e a adulti. Non ci risultano studi che ab-biano preso finora in esame gli stereotipi di genere nei testi per l’insegnamento dell’italiano L2/LS a bambini/e. Il contributo nella prima parte presenta una review delle ricerche italiane più significative sulla rappresen-tazione del genere nei libri di testo e nei testi per italiano L2/LS dagli anni Novanta a oggi; nella seconda parte offre, in merito allo stesso tema, i risultati dell’analisi quantitativa e qualitativa di un corpus di sei manuali di italiano L2/LS destinati a bambini/e. Lo scopo dell’analisi è comprendere quali con-tenuti di genere si fanno passare attraverso forme testuali – linguistiche e vi-sive – spacciandole per neutre nell’apprendimento di una lingua.
Cultural sexism and language learning: gender representations in L2/FL Italian textbooks for children
Scaglioso C;
2022-01-01
Abstract
In Italy, several contributions have studied the presence of gender-stereotyped patterns in textbooks: many of these focused on Italian elementary school texts, and only a few on texts for teaching Italian L2/FL to young adults and adults. To this date we are not aware of any study that addresses gender stereotypes in texts for teaching Italian L2/FL to children. In the first section, this paper gives a review of the most noteworthy Italian research on the representation of gender in textbooks and Italian L2/FL coursebooks from the 1990s to present; in section two it reports, on the same topic, the findings of the quantitative and qualitative analysis of a corpus of six Italian L2/FL textbooks intended for children. The purpose of the analysis is to understand to what degree gendered content both visual and textual is purported to be neutral in language learning.File | Dimensione | Formato | |
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