Multimodal texts : strengthening productive competences while addressing gender stereotypes in the EFL classroom.

Stereotypes are ingrained in our society causing a big impact on people’s self-image and perception about others, especially those stereotypes that deal with gender. Accordingly, schools should address those topics in their classrooms to create inclusive environments where students can listen to eac...

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Autores:: Bonilla Rojas, Alejandra
Hernández Salguero, Johanna Marcela

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2021

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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dc.title.spa.fl_str_mv	Multimodal texts : strengthening productive competences while addressing gender stereotypes in the EFL classroom.
title	Multimodal texts : strengthening productive competences while addressing gender stereotypes in the EFL classroom.
spellingShingle	Multimodal texts : strengthening productive competences while addressing gender stereotypes in the EFL classroom. Alfabetización crítica Competencias productivas Estereotipos de género Textos multimodales Critical literacy Productive competences Gender stereotypes Multimodal texts
title_short	Multimodal texts : strengthening productive competences while addressing gender stereotypes in the EFL classroom.
title_full	Multimodal texts : strengthening productive competences while addressing gender stereotypes in the EFL classroom.
title_fullStr	Multimodal texts : strengthening productive competences while addressing gender stereotypes in the EFL classroom.
title_full_unstemmed	Multimodal texts : strengthening productive competences while addressing gender stereotypes in the EFL classroom.
title_sort	Multimodal texts : strengthening productive competences while addressing gender stereotypes in the EFL classroom.
dc.creator.fl_str_mv	Bonilla Rojas, Alejandra Hernández Salguero, Johanna Marcela
dc.contributor.advisor.none.fl_str_mv	Montaño Moreno, Johanna
dc.contributor.author.none.fl_str_mv	Bonilla Rojas, Alejandra Hernández Salguero, Johanna Marcela
dc.subject.spa.fl_str_mv	Alfabetización crítica Competencias productivas Estereotipos de género Textos multimodales
topic	Alfabetización crítica Competencias productivas Estereotipos de género Textos multimodales Critical literacy Productive competences Gender stereotypes Multimodal texts
dc.subject.keywords.spa.fl_str_mv	Critical literacy Productive competences Gender stereotypes Multimodal texts
description	Stereotypes are ingrained in our society causing a big impact on people’s self-image and perception about others, especially those stereotypes that deal with gender. Accordingly, schools should address those topics in their classrooms to create inclusive environments where students can listen to each other and communicate their ideas about such subjects. Consequently, the current paper presents a pedagogical and didactic proposal based on the use of multimodal texts with social content to address gender stereotypes and to strengthen productive competences in the EFL classroom, all within a framework of critical literacy. The proposal has been planned for tenth graders of public schools in Bogotá, Colombia, whose ages range between fifteen and seventeen years old. Furthermore, due to the recent situation with the COVID-19 pandemic, the activities within this project are designed to be conducted in both remote and in-person environments. The pedagogical design has been organized in three cycles containing a total of five lesson plans to be developed with eleven sessions of one hour and a half. Each session presents a variety of multimodal texts addressed within the critical literacy approach that will promote students' productive competences.
publishDate	2021
dc.date.accessioned.none.fl_str_mv	2021-12-14T15:30:30Z
dc.date.available.none.fl_str_mv	2021-12-14T15:30:30Z
dc.date.issued.none.fl_str_mv	2021
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
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dc.identifier.instname.spa.fl_str_mv	instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv	reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv	repourl: http://repositorio.pedagogica.edu.co/
url	http://hdl.handle.net/20.500.12209/16644
identifier_str_mv	instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Adams, P. (2006). Exploring social constructivism: Theories and practicalities. Education, 34(3), 243-257. American Psychological Association (2014) Answers to Your Questions ABOUT TRANSGENDER PEOPLE, GENDER IDENTITY, AND GENDER EXPRESSION https://www.apa.org/topics/lgbt/transgender.pdf American Psychological Association. (2012). Guidelines for Psychological Practice with Lesbian, Gay, and Bisexual Clients. https://www.apa.org/pubs/journals/features/amp-a0024659.pdf American Psychological Association. (2015). Guidelines for Psychological Practice with Transgender and Gender Nonconforming People. https://www.apa.org/practice/guidelines/transgender.pdf Ayala Bonilla, D. A. & Barón Gómez, H. A. (2019). Deconstructing heteronormativity in the EFL classroom. [Undergraduate Thesis, Universidad Pedagógica y Tecnológica de Colombia] http://repositorio.uptc.edu.co/handle/001/2973 Bailey, K. M., & Nunan, D. (2005). Practical English language teaching: speaking. McGraw-Hill Barron, B., & Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt. George Lucas Educational Foundation. https://www.edutopia.org/sites/default/files/pdfs/edutopia-teaching-for-meaningful-learning.pdf Benavides Buitrago, C. (2017). EFL students’ social identities construction through gender-based short stories. Colombian Applied Linguistics Journal, 19(1), 11–21. https://doi.org/10.14483/calj.v19n1.10641 British Council. (2019). Receptive skills. British Council Teaching English. https://www.teachingenglish.org.uk/article/receptive-skills Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. New York: Routledge. https://selforganizedseminar.files.wordpress.com/2011/07/butler-gender_trouble.pdf Caballero, S. (2007). De la alfabetización a la literacidad crítica. Entrevista a Daniel Cassany. Dixit, (3), 10-15. Chastain, K. (1998). Developing second language skills (2nd Ed.). Chicago: Harcourt Brace Publishers. Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge, MA: The MIT Press. Colombia Diversa & Sentiido. (2016). Encuesta de clima escolar LGBT en Colombia 2016. https://sentiido.com/wp-content/uploads/2016/11/Sentiido.-Colombia-Diversa.-Encuesta-de-clima-escolar-2016-FINAL.pdf Congreso de Colombia. (Noviembre 8 de 2006). Ley 1098 del 2006. Por la cual se expide el Código de la Infancia y la Adolescencia. No 10. https://www.oas.org/dil/esp/Codigo_de_la_Infancia_y_la_Adolescencia_Colombia.pdf Congreso de Colombia. (Marzo 15 de 2013). Ley 1620 de 2013. Por la cual se crea el Sistema Nacional de Convivencia Escolar y Formación para el Ejercicio de los Derechos Humanos, la Educación para la Sexualidad y la Prevención y Mitigación de la Violencia Escolar. No 05. https://www.funcionpublica.gov.co/eva/gestornormativo/norma.php?i=52287 Cope, B. & Kalantzis, M. (2009) “Multiliteracies”: New Literacies, New Learning, Pedagogies: An International Journal, 4:3, 164-195, DOI: 10.1080/15544800903076044 Cope, B. & Kalantzis, M. (Ed.). (2000). Multiliteracies: Literacy Learning and the Design of Social Futures. Routledge Cortés, C. & Díaz, C. (2020) An EFL Textbook Content Analysis: Gender Stereotypes and Gender Equality. [Master’s Thesis, Universidad Pedagógica Nacional de Colombia] http://repositorio.pedagogica.edu.co/handle/20.500.12209/12375 Cusack, S. (2013). Gender stereotyping as a human rights violation. Office of the High Commissioner for Human Rights. http://www.healthrights.mk/esem.org.mk/pdf/Najznachajni%20vesti/2014/3/Cusack.pdf Freire, P. (2000). Pedagogy of the oppressed. Bloomsbury Academic. Freire, P., & Macedo, D. (2005). Literacy: Reading the word and the world. Routledge. Fromkin, V. & Rodman, R. (1983). An Introduction to Language. New York, NY: Holt Saunders. http://relin.letras.ufmg.br/shlee/Fromkinch1.pdf Goyes, A. (Ed.). (2015). ¿Qué piensan, quieren y esperan los jóvenes de hoy?: investigaciones sobre las creencias de los estudiantes de colegios oficiales de Bogotá. Universidad de la Salle. http://biblioteca.clacso.edu.ar/Colombia/fce-unisalle/20170117043817/quepiensan.pdf Grundy, S. (1987). Curriculum: Product or praxis? (Vol. 1). Routledge. Harmer, J. (2001). The practice of English Language Teaching. Edinburgh. Harlow: Pearson Education Limited. Jaramillo Arias, A. Y. (2021). Fostering oral interaction skills while using board games in an EFL classroom. [Undergraduate Thesis, Universidad Pedagógica Nacional de Colombia] http://repository.pedagogica.edu.co/handle/20.500.12209/13403 Kirkland, K., & Sutch, D. (2009). Overcoming the barriers to educational innovation: A literature review. Futurelab. https://www.nfer.ac.uk/publications/futl61/futl61.pdf Kress, G. (2003). Literacy in the new media age. Routledge Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge. Kozma, R., & Anderson, R.E. (2002). Qualitative case studies of innovative pedagogical practices using ICT. J. Comput. Assist. Learn., 18, 387-394. https://doi.org/10.1046/j.0266-4909.2002.00250.doc.x Lewison, M., Flint, A. S., & Van Sluys, K. (2002). Taking on critical literacy: The journey of newcomers and novices. Language arts, 79(5), 382-392. Ministerio de Educación Nacional de Colombia, (2013). Sistema nacional de indicadores educativos para los niveles de preescolar, básica y media en Colombia. https://www.mineducacion.gov.co/1759/articles-363305_recurso_1.pdf Ministerio de Educación Nacional de Colombia, (2016). Suggested curriculum structure. https://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/Anexo%2013%20Suggested%20Structure.pdf Ministerio de Educación Nacional, (2006). Estándares Básicos de Competencias en Lengua Extranjera: Inglés. https://redes.colombiaaprende.edu.co/ntg/men/archivos/Referentes_Calidad/Estandares_basicos_de_competencias/Estandares_Basicos_Competencia_en_Lenguas_Extranjeras_%20Ingles.pdf Ministerio de Educación Nacional, (2016). Derechos Básicos de Aprendizaje: Inglés. https://aprende.colombiaaprende.edu.co/ckfinder/userfiles/files/cartillaDBA.pdf Ministerio de Educación. (2016). Pedagogical principles and guidelines suggested English Curriculum. https://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/Anexo%2015%20Pedagogical%20Principles%20and%20Guidelines.pdf Mora, M. L. B., & Trujillo, S. M. C. (2007). Socio-cultural stereotypes: Exploring students’ perceptions regarding social issues. HOW Journal, 14(1), 161-173. https://www.howjournalcolombia.org/index.php/how/article/view/103 Mulcahy, C. M. (2008). Chapter 1: The Tangled web we weave: Critical literacy and critical thinking. Counterpoints, 326, 15-27. Navarrete Garzon, C. (2020). Fostering writing skills in students from tenth grade at a public school through creative writing strategies and the process writing approach. [Master’s Thesis, Universidad Pedagógica Nacional de Colombia] http://repository.pedagogica.edu.co/handle/20.500.12209/11921 Nunan, David. 2003. Practical English language Teaching (1st Ed.). New York: Longman Núñez, J., Téllez, O., & Monroy, J. M. (2019). Diagnóstico del estado del bilingüismo en Bogotá. https://www.repository.fedesarrollo.org.co/bitstream/handle/11445/3906/Repor_Diciembre_2019_N%C3%BA%C3%B1ez_T%C3%A9llez_y_Monroy.pdf?sequence=1&isAllowed=y Richards, J. C. (2008). Teaching listening and speaking. Cambridge University Press. Richards, J. C. (s.f.). Teaching writing. Romero Chitiva, Y. F. (2018) Promoting critical thinking on gender issues in tenth grade. [Undergraduate Thesis, Universidad Distrital Francisco José de Caldas]. http://hdl.handle.net/11349/15171 Scott, C. (2015). The Futures of Learning 3: What kind of pedagogies for the 21st century?. UNESCO Education Research and Foresight. http://pichet-pinit.in.th/wp-content/uploads/2017/01/What-kind-of-pedagogies-for-the-21st-century.pdf Silva Manzano, W. (2021). Improving 10th graders’ listening comprehension through vodcasts within an intercultural environment. [Undergraduate Thesis Universidad Pedagógica Nacional de Colombia]. http://hdl.handle.net/20.500.12209/13426 Simpson, J. (Ed.). (2011). The Routledge handbook of applied linguistics. Taylor & Francis. Stéphan, V. L., Joaquin, U., Soumyajit, K., & Gwénaël, J. (2019). Educational Research and Innovation Measuring Innovation in Education 2019 What Has Changed in the Classroom?: What Has Changed in the Classroom?. OECD Publishing. https://doi.org/10.1787/9789264311671-en Souzandehfar, M., & Soozandehfar, S. M. A. (2020). Teaching Literacy Skills through Multimodal Texts. Iranian Journal of Learning and Memory, 2(8), 2-2. The Conversation US, Inc. (2015) Explainer: tackling the stigma and myths around sexuality [infographic] https://theconversation.com/explainer-tackling-the-stigma-and-myths-around-sexuality-42676 UNESCO. (2015). A Guide for gender equality in teacher education policy and practices. https://unesdoc.unesco.org/ark:/48223/pf0000231646 UNICEF. (2016). Ambientes escolares libres de discriminación: Orientaciones sexuales e identidades de género no hegemónicas en la escuela. Aspectos para la reflexión. http://www.semcucuta.gov.co/wp-content/uploads/2015/09/CARTILLA-MEN-AMBIENTES-ESCOLARES-LIBRES-DE-DISCRIMINACION.pdf UNESCO. (2016). Out in the open. Education sector responses to violence based on sexual orientation and gender identity/expression. https://unesdoc.unesco.org/ark:/48223/pf0000244756 UNESCO. (2014). Teaching respect for all: implementation guide. https://unesdoc.unesco.org/ark:/48223/pf0000227983 U.S. Department of Health and Human Services, Office of Adolescent Health, (2018) Adolescent Development Explained. U.S. Government Printing Office. https://opa.hhs.gov/sites/default/files/2020-08/opa-adolescent-development-explained-download.pdf Vasquez, V. M. (2017). Critical literacy. In Oxford Research Encyclopedia of Education. doi.org/10.1093/acrefore/9780190264093.013.20 Vasquez, V. M., Janks, H., & Comber, B. (2019). Critical literacy as a way of being and doing. Language Arts, 96(5), 300-311. Walder, A. M. (2014). The concept of pedagogical innovation in higher education. Education Journal, 3(3), 195-202. White, R. & Arndt, V. (1991) Process Writing. Essex: Addison Wesley Longman Ltd. World Health Organization. (2020) Gender and health. https://www.who.int/health-topics/gender#tab=tab_1
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spelling	Montaño Moreno, JohannaBonilla Rojas, AlejandraHernández Salguero, Johanna MarcelaBogotá, Colombia2021-12-14T15:30:30Z2021-12-14T15:30:30Z2021http://hdl.handle.net/20.500.12209/16644instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Stereotypes are ingrained in our society causing a big impact on people’s self-image and perception about others, especially those stereotypes that deal with gender. Accordingly, schools should address those topics in their classrooms to create inclusive environments where students can listen to each other and communicate their ideas about such subjects. Consequently, the current paper presents a pedagogical and didactic proposal based on the use of multimodal texts with social content to address gender stereotypes and to strengthen productive competences in the EFL classroom, all within a framework of critical literacy. The proposal has been planned for tenth graders of public schools in Bogotá, Colombia, whose ages range between fifteen and seventeen years old. Furthermore, due to the recent situation with the COVID-19 pandemic, the activities within this project are designed to be conducted in both remote and in-person environments. The pedagogical design has been organized in three cycles containing a total of five lesson plans to be developed with eleven sessions of one hour and a half. Each session presents a variety of multimodal texts addressed within the critical literacy approach that will promote students' productive competences.Submitted by Alejandra Bonilla Rojas (del_abonillar353@pedagogica.edu.co) on 2021-12-03T14:33:48Z No. of bitstreams: 2 Multimodal texts strengthening productive.pdf: 13455924 bytes, checksum: 733283232ee9c80934e94fa29524cec3 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 469740 bytes, checksum: 032e29ee9ac54144f4dcf85e628c2d91 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2021-12-03T16:18:01Z (GMT) No. of bitstreams: 2 Multimodal texts strengthening productive.pdf: 13455924 bytes, checksum: 733283232ee9c80934e94fa29524cec3 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 469740 bytes, checksum: 032e29ee9ac54144f4dcf85e628c2d91 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2021-12-14T15:30:30Z (GMT) No. of bitstreams: 2 Multimodal texts strengthening productive.pdf: 13455924 bytes, checksum: 733283232ee9c80934e94fa29524cec3 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 469740 bytes, checksum: 032e29ee9ac54144f4dcf85e628c2d91 (MD5)Made available in DSpace on 2021-12-14T15:30:30Z (GMT). No. of bitstreams: 2 Multimodal texts strengthening productive.pdf: 13455924 bytes, checksum: 733283232ee9c80934e94fa29524cec3 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 469740 bytes, checksum: 032e29ee9ac54144f4dcf85e628c2d91 (MD5) Previous issue date: 2021Licenciado en Español e InglésPregradoapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalAlfabetización críticaCompetencias productivasEstereotipos de géneroTextos multimodalesCritical literacyProductive competencesGender stereotypesMultimodal textsMultimodal texts : strengthening productive competences while addressing gender stereotypes in the EFL classroom.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAdams, P. (2006). Exploring social constructivism: Theories and practicalities. Education, 34(3), 243-257.American Psychological Association (2014) Answers to Your Questions ABOUT TRANSGENDER PEOPLE, GENDER IDENTITY, AND GENDER EXPRESSION https://www.apa.org/topics/lgbt/transgender.pdfAmerican Psychological Association. (2012). Guidelines for Psychological Practice with Lesbian, Gay, and Bisexual Clients. https://www.apa.org/pubs/journals/features/amp-a0024659.pdfAmerican Psychological Association. (2015). Guidelines for Psychological Practice with Transgender and Gender Nonconforming People. https://www.apa.org/practice/guidelines/transgender.pdfAyala Bonilla, D. A. & Barón Gómez, H. A. (2019). Deconstructing heteronormativity in the EFL classroom. [Undergraduate Thesis, Universidad Pedagógica y Tecnológica de Colombia] http://repositorio.uptc.edu.co/handle/001/2973Bailey, K. M., & Nunan, D. (2005). Practical English language teaching: speaking. McGraw-HillBarron, B., & Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt. George Lucas Educational Foundation. https://www.edutopia.org/sites/default/files/pdfs/edutopia-teaching-for-meaningful-learning.pdfBenavides Buitrago, C. (2017). EFL students’ social identities construction through gender-based short stories. Colombian Applied Linguistics Journal, 19(1), 11–21. https://doi.org/10.14483/calj.v19n1.10641British Council. (2019). Receptive skills. British Council Teaching English. https://www.teachingenglish.org.uk/article/receptive-skillsButler, J. (1990). Gender trouble: Feminism and the subversion of identity. New York: Routledge. https://selforganizedseminar.files.wordpress.com/2011/07/butler-gender_trouble.pdfCaballero, S. (2007). De la alfabetización a la literacidad crítica. Entrevista a Daniel Cassany. Dixit, (3), 10-15.Chastain, K. (1998). Developing second language skills (2nd Ed.). Chicago: Harcourt Brace Publishers.Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge, MA: The MIT Press.Colombia Diversa & Sentiido. (2016). Encuesta de clima escolar LGBT en Colombia 2016. https://sentiido.com/wp-content/uploads/2016/11/Sentiido.-Colombia-Diversa.-Encuesta-de-clima-escolar-2016-FINAL.pdfCongreso de Colombia. (Noviembre 8 de 2006). Ley 1098 del 2006. Por la cual se expide el Código de la Infancia y la Adolescencia. No 10. https://www.oas.org/dil/esp/Codigo_de_la_Infancia_y_la_Adolescencia_Colombia.pdfCongreso de Colombia. (Marzo 15 de 2013). Ley 1620 de 2013. Por la cual se crea el Sistema Nacional de Convivencia Escolar y Formación para el Ejercicio de los Derechos Humanos, la Educación para la Sexualidad y la Prevención y Mitigación de la Violencia Escolar. No 05. https://www.funcionpublica.gov.co/eva/gestornormativo/norma.php?i=52287Cope, B. & Kalantzis, M. (2009) “Multiliteracies”: New Literacies, New Learning, Pedagogies: An International Journal, 4:3, 164-195, DOI: 10.1080/15544800903076044Cope, B. & Kalantzis, M. (Ed.). (2000). Multiliteracies: Literacy Learning and the Design of Social Futures. RoutledgeCortés, C. & Díaz, C. (2020) An EFL Textbook Content Analysis: Gender Stereotypes and Gender Equality. [Master’s Thesis, Universidad Pedagógica Nacional de Colombia] http://repositorio.pedagogica.edu.co/handle/20.500.12209/12375Cusack, S. (2013). Gender stereotyping as a human rights violation. Office of the High Commissioner for Human Rights. http://www.healthrights.mk/esem.org.mk/pdf/Najznachajni%20vesti/2014/3/Cusack.pdfFreire, P. (2000). Pedagogy of the oppressed. Bloomsbury Academic.Freire, P., & Macedo, D. (2005). Literacy: Reading the word and the world. Routledge.Fromkin, V. & Rodman, R. (1983). An Introduction to Language. New York, NY: Holt Saunders. http://relin.letras.ufmg.br/shlee/Fromkinch1.pdfGoyes, A. (Ed.). (2015). ¿Qué piensan, quieren y esperan los jóvenes de hoy?: investigaciones sobre las creencias de los estudiantes de colegios oficiales de Bogotá. Universidad de la Salle. http://biblioteca.clacso.edu.ar/Colombia/fce-unisalle/20170117043817/quepiensan.pdfGrundy, S. (1987). Curriculum: Product or praxis? (Vol. 1). Routledge.Harmer, J. (2001). The practice of English Language Teaching. Edinburgh. Harlow: Pearson Education Limited.Jaramillo Arias, A. Y. (2021). Fostering oral interaction skills while using board games in an EFL classroom. [Undergraduate Thesis, Universidad Pedagógica Nacional de Colombia] http://repository.pedagogica.edu.co/handle/20.500.12209/13403Kirkland, K., & Sutch, D. (2009). Overcoming the barriers to educational innovation: A literature review. Futurelab. https://www.nfer.ac.uk/publications/futl61/futl61.pdfKress, G. (2003). Literacy in the new media age. RoutledgeKress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. 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Multimodal texts : strengthening productive competences while addressing gender stereotypes in the EFL classroom.

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