Multimodal constructions of gender in EFL textbooks: A critical discourse analysis from global perspective

Tanzil Huda; Nguyen Thi Thuy  Loan; Avinia  Prismantikasari; Refianisya  Rachmanda; Fatwa Pujangga  Aroeboesman; Adrian Arfa  Adhinata

doi:10.21070/jees.v10i1.1926

(1) * Tanzil Huda Universitas Muhammadiyah Jember, Indonesia
Indonesia
(2) Nguyen Thi Thuy Loan Adult Multicultural Education Services (AMES), Australia
Australia
(3) Avinia Prismantikasari Universitas Muhammadiyah Jember, Indonesia
Indonesia
(4) Refianisya Rachmanda Universitas Muhammadiyah Jember, Indonesia
Indonesia
(5) Fatwa Pujangga Aroeboesman Universitas Muhammadiyah Jember, Indonesia
Indonesia
(6) Adrian Arfa Adhinata Universitas Muhammadiyah Jember, Indonesia
Indonesia
(*) Corresponding Author

DOI: https://doi.org/10.21070/jees.v10i1.1926

Abstract

Textbooks play a pivotal role in shaping learners’ perceptions of gender norms and social identities. This study investigates how gendered identities are constructed through multimodal elements – such as text, images, and audio - in a widely used secondary - level English as a Foreign Language (EFL) textbook. Employing a qualitative methodology grounded in Critical Discourse Analysis and multimodal theory, the study reveals recurring patterns in gender representation. While some content challenges traditional stereotypes, subtle yet persistent biases remain, particularly in portrayals of occupational roles, personal agency, and gendered color schemes. Male figures are predominantly depicted as leaders or professionals, whereas female figures are more often shown in passive or domestic roles. These findings emphasize the need for critically informed revisions of educational materials to promote more inclusive, balanced, and equitable gender representations. The study contributes to global conversations on gender and education by emphasizing the importance of critical literacy in language classrooms and the role of pedagogical design in challenging entrenched gender ideologies.

HIGHLIGHTS:

Male characters are primarily represented in authoritative, professional, and leadership
roles, while female characters are depicted in caregiving and supportive roles.
Multimodal elements (text, audio, images) largely reinforce traditional gender stereotypes,
despite some use of gender-neutral language and diverse role assignments.
The textbook includes selective efforts toward inclusivity, such as female environmental
activists and gender-neutral financial scenarios, indicating a move toward balanced gender
representation.

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Author Biographies

Tanzil Huda, Universitas Muhammadiyah Jember, Indonesia

Dr. Tanzil Huda is an English lecturer at Universitas Muhammadiyah Jember, Indonesia. He got his Doctor degree in English education from State University of Malang, Indonesia in 2014 with Sandwich at Curtin University Australia. His current studies focus on multicultural education, Applied Linguistics, Sociolinguistics, and (Critical) Discourse Analysis.

Nguyen Thi Thuy Loan, Adult Multicultural Education Services (AMES), Australia

Dr. NGUYEN Thi Thuy Loan is a trainer and assessor at AMES Australia. She specializes in teacher education, reflective practice, written corrective feedback, genre analysis, English written discourse, second language writing instruction and research, citations and reporting verbs. Her publications on these topics can be found in Scopus
and ISI-indexed journals.

Avinia Prismantikasari, Universitas Muhammadiyah Jember, Indonesia

Avinia Prismantikasari is affiliated with Universitas Muhammadiyah Jember, focuses on English language education, especially discourse and multimodality. Currently she is in the final phase of her studies toward earning a Bachelor's degree in English Education.

Refianisya Rachmanda, Universitas Muhammadiyah Jember, Indonesia

Refianisya Rachmanda is an undergraduate student in the English Education Program at Universitas Muhammadiyah Jember. She is specializing in language teaching and teacher training. She is nearing the completion of her Bachelor's degree in English Education.

Fatwa Pujangga Aroeboesman, Universitas Muhammadiyah Jember, Indonesia

Fatwa Pujangga Aroeboesman is an undergraduate in the English Education Program at Universitas Muhammadiyah Jember, currently finalizing his Bachelor's degree in English Education.

Adrian Arfa Adhinata, Universitas Muhammadiyah Jember, Indonesia

Adrian Arfa Adhinata is pursuing her undergraduate degree in English Education at Universitas Muhammadiyah Jember and is presently in the concluding stage of his academic program.

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