Résumé:
Gender is an important part in the educational phase where teachers are unconsciously produce gender biases in their classrooms. Many studies (Sunderland, 1992; Sadker 1994, and Scantlebury, 2009)suggested that teachers provide different treatment in terms of teachers students interaction, giving feedback, praise and acknowledgment and reproving with punishment. Sociologist and educators have backed up with data, which revealed that male and female students receive separate and unequal education; this is due to the gender socialization process through the formal and the hidden curriculum.Commonly, boys receive most of teachers’ attention whereas girls fall into a marginalized position. This study is set out to investigate the gender bias in the EFL middle school classrooms; does gender bias exist in EFL classroom? To what extent can it affect learner’s language learning in EFL classroom? Additionally,whether teachers perpetuate gender differences between male and female students. In order to achieve the goal of this research framework, the current study is conducted with EFL middle school classroom through EFL teachers’ questionnaire and EFL classroom observation with three levels in Mascara and Mostaganem. The result of this study shows that gender bias exists in the EFL classrooms; however, this treatment depends partly on pupils’ behavior, level, discipline and intelligence in which gender is downplayed, and partly, on their gender in which stereotype believes are reinforced by their teachers. As a result, EFL teachers do not have a gender bias outlook; that is to say, there is a lack of knowledge about the education of gender within school curriculum. The issue of gender bias is continue to push their way in the EFL classrooms where choosing the subject is more related to students’ gender, thus, further research needs to be completed.
