Representation of Hidden Curriculum in EFL Textbook (Gender Markers)

The article considers the mechanism ofrepresenting the hidden curriculum in the discourse of EFL textbooks, i.e. the transmission ofsociocultural norms and values of native speakers to foreign students. To do this the authors make a brieftheoretical review of this problem and demonstrate the results...

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Autores principales:	E. E. Shishlova, I. Kuritsyn
Formato:	article
Lenguaje:	EN RU
Publicado:	MGIMO University Press 2014
Materias:	hidden curriculum discourse of textbooks transmission of values efl smart power gender gender roles International relations JZ2-6530
Acceso en línea:	https://doaj.org/article/2e7e69b7b48c49cb9b31374bba6c4636
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spelling	oai:doaj.org-article:2e7e69b7b48c49cb9b31374bba6c46362021-11-23T14:50:57ZRepresentation of Hidden Curriculum in EFL Textbook (Gender Markers)2071-81602541-909910.24833/2071-8160-2014-4-37-332-339https://doaj.org/article/2e7e69b7b48c49cb9b31374bba6c46362014-08-01T00:00:00Zhttps://www.vestnik.mgimo.ru/jour/article/view/193https://doaj.org/toc/2071-8160https://doaj.org/toc/2541-9099The article considers the mechanism ofrepresenting the hidden curriculum in the discourse of EFL textbooks, i.e. the transmission ofsociocultural norms and values of native speakers to foreign students. To do this the authors make a brieftheoretical review of this problem and demonstrate the results of the comparative discourse analysis of two popular textbooks, the one of the pre-globalization age and the present-day one. The authors provide evidence for their idea of the dual role, which English plays today being simultaneously a national language of different English-speaking societies and the global lingua franca. The conducted discourse analysis is based on the analysis of semiotic means, which are used to nominate concepts basic to any society and culture. In the article, the authors demonstrate their own plan of analysis by the example of the "gender" concept. The gender concept shows social and cultural conditionality of distinctions in behavior and the identity of men and women. The comparative analysis of gender markers in the discourse of EFL textbooks reveals a global vector of transformation and distribution ofsociocultural values. Authors state that cultural expansion through English teaching is an instrument of smart power. It is suggested using the mechanism of transmission ofsociocultural norms and values, which is analyzed in the research, to create Russian textbooks for foreign students.E. E. ShishlovaI. KuritsynMGIMO University Pressarticlehidden curriculumdiscourse of textbookstransmission of valueseflsmart powergendergender rolesInternational relationsJZ2-6530ENRUVestnik MGIMO-Universiteta, Vol 0, Iss 4(37), Pp 332-339 (2014)
institution	DOAJ
collection	DOAJ
language	EN RU
topic	hidden curriculum discourse of textbooks transmission of values efl smart power gender gender roles International relations JZ2-6530
spellingShingle	hidden curriculum discourse of textbooks transmission of values efl smart power gender gender roles International relations JZ2-6530 E. E. Shishlova I. Kuritsyn Representation of Hidden Curriculum in EFL Textbook (Gender Markers)
description	The article considers the mechanism ofrepresenting the hidden curriculum in the discourse of EFL textbooks, i.e. the transmission ofsociocultural norms and values of native speakers to foreign students. To do this the authors make a brieftheoretical review of this problem and demonstrate the results of the comparative discourse analysis of two popular textbooks, the one of the pre-globalization age and the present-day one. The authors provide evidence for their idea of the dual role, which English plays today being simultaneously a national language of different English-speaking societies and the global lingua franca. The conducted discourse analysis is based on the analysis of semiotic means, which are used to nominate concepts basic to any society and culture. In the article, the authors demonstrate their own plan of analysis by the example of the "gender" concept. The gender concept shows social and cultural conditionality of distinctions in behavior and the identity of men and women. The comparative analysis of gender markers in the discourse of EFL textbooks reveals a global vector of transformation and distribution ofsociocultural values. Authors state that cultural expansion through English teaching is an instrument of smart power. It is suggested using the mechanism of transmission ofsociocultural norms and values, which is analyzed in the research, to create Russian textbooks for foreign students.
format	article
author	E. E. Shishlova I. Kuritsyn
author_facet	E. E. Shishlova I. Kuritsyn
author_sort	E. E. Shishlova
title	Representation of Hidden Curriculum in EFL Textbook (Gender Markers)
title_short	Representation of Hidden Curriculum in EFL Textbook (Gender Markers)
title_full	Representation of Hidden Curriculum in EFL Textbook (Gender Markers)
title_fullStr	Representation of Hidden Curriculum in EFL Textbook (Gender Markers)
title_full_unstemmed	Representation of Hidden Curriculum in EFL Textbook (Gender Markers)
title_sort	representation of hidden curriculum in efl textbook (gender markers)
publisher	MGIMO University Press
publishDate	2014
url	https://doaj.org/article/2e7e69b7b48c49cb9b31374bba6c4636
work_keys_str_mv	AT eeshishlova representationofhiddencurriculuminefltextbookgendermarkers AT ikuritsyn representationofhiddencurriculuminefltextbookgendermarkers
_version_	1718416324143611904

Representation of Hidden Curriculum in EFL Textbook (Gender Markers)

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