Proposals to promote inclusive english classes: avoiding gender stereotyping roles

Abstract

Combating gender stereotypes, as well as achieving quality education in which gender equity exists, are part of national and international educational concerns and policies. This study examines how the critical transformation of EFL teaching through the adaptation of didactic resources and activities may contribute to sensitizing and combating gender stereotypes from the students' minds. Action research was used as the research methodology, as well as teacher's journal and questionnaires as data collection instruments. The results revealed an unbalanced representation of male and female characters in the didactic resources, the use of non-neutral language, and gender-biased thinking among the students. However, this mindset is not by self-decision, as it is acquired from their cultural and social background, as well as from the surroundings to which they are exposed; consequently, this is not determinant as long as the educator critically analyzes the didactic resources and practices from a gender perspective.