Résumé:
Research confirms that combining both texts and illustrations in teaching materials
including textbooks, enhances learners’ achievements. However, many other educators,
authors and textbooks’ analysts may not share this claim. For them, the idea that the
textbooks, in general and the textbook illustrations in particular have a positive impact on
EFL learners’ outcomes has not been yet thoroughly examined. Therefore, this study hopes to
provide more empirical evidence regarding the side-effects of the use of textbooks’
illustrations and their influence on EFL learners’ attitudes from a hidden curriculum
perspective. More specifically, this study is designed to determine if gender is portrayed in
Spotlight on English, a textbook of first year Middle School, in a neutral and impartial way.
The sample of the study consists then of the abovementioned textbook of English currently in
use and a number of pupils estimated as approximately 23 boys and 23 girls. To collect data,
the textbook illustrations where male and female characters are shown, are content analyzed.
In order to know how women and men are depicted, a set of well-defined variables are put
forward without which the fieldwork would be too vague, ill-defined and thus unable to be
systematically analyzed. In our study, these variables include productive versus reproductive
occupations, sport activities, and frequency of appearances. The results show that males’
illustrations outnumber the females’ picture representations. In addition to that, women were
portrayed more often, in stereotypical activities that reinforce the traditional image of them in
society such as being a teacher, secretary, type-writer, and top-model. On the other hand, men
were depicted in more outdoor, adventurous, and skillful activities such as being a doctor,
journalist, veterinarian, and actor, among many other occupations. Physical education and
sport games are also depicted as a male-domain. It is also important to stress the fact that,
such a preconceived allocation of roles, attitudes and actions reduces the girls’ future
prospects in their lives as well as boys’ attitudes and knowledge about people and how do
they relate to each other.
