Gender representation in english language teaching materials: a descriptive case study

This research explores gender practices in English Language Teaching (ELT) settings, particularly in the Colombian context. While gender dynamics in education environments have been discussed internationally, there is a need for further exploration in Colombia to foster an inclusive society. This qu...

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Autores:: Agudelo García, Melany
Sánchez Jacome, Felipe Eduardo

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2022

Institución:: Universidad Tecnológica de Pereira

Repositorio:: Repositorio Institucional UTP

Idioma:: eng

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network_acronym_str	UTP2
network_name_str	Repositorio Institucional UTP
repository_id_str
dc.title.eng.fl_str_mv	Gender representation in english language teaching materials: a descriptive case study
title	Gender representation in english language teaching materials: a descriptive case study
spellingShingle	Gender representation in english language teaching materials: a descriptive case study Materiales de enseñanza de inglés Estudios culturales en educación Enseñanza inclusiva Materiales de enseñanza de inglés Estudios culturales en educación Enseñanza inclusiva Gender Dynamics Gender Biases Inclusiveness
title_short	Gender representation in english language teaching materials: a descriptive case study
title_full	Gender representation in english language teaching materials: a descriptive case study
title_fullStr	Gender representation in english language teaching materials: a descriptive case study
title_full_unstemmed	Gender representation in english language teaching materials: a descriptive case study
title_sort	Gender representation in english language teaching materials: a descriptive case study
dc.creator.fl_str_mv	Agudelo García, Melany Sánchez Jacome, Felipe Eduardo
dc.contributor.advisor.none.fl_str_mv	Arias Castaño , Enrique
dc.contributor.author.none.fl_str_mv	Agudelo García, Melany Sánchez Jacome, Felipe Eduardo
dc.subject.lemb.none.fl_str_mv	Materiales de enseñanza de inglés Estudios culturales en educación Enseñanza inclusiva Materiales de enseñanza de inglés Estudios culturales en educación Enseñanza inclusiva
topic	Materiales de enseñanza de inglés Estudios culturales en educación Enseñanza inclusiva Materiales de enseñanza de inglés Estudios culturales en educación Enseñanza inclusiva Gender Dynamics Gender Biases Inclusiveness
dc.subject.proposal.eng.fl_str_mv	Gender Dynamics Gender Biases Inclusiveness
description	This research explores gender practices in English Language Teaching (ELT) settings, particularly in the Colombian context. While gender dynamics in education environments have been discussed internationally, there is a need for further exploration in Colombia to foster an inclusive society. This qualitative case study with a content analysis methodology observed and reflected on the practices and materials used by two experienced C1-level language teachers in an ELT classroom at a public university in Pereira, Risaralda. Data analysis involved transcribing and categorizing the information collected from the classes observed. It was found that gender practices and stereotypes were presented in the material, however teachers acknowledged these biases and promoted a space for reflection and a critical analysis of the material. On this way the teachers promoted an inclusive space for interaction that intended to diminish the impact of these biases on their classes.
publishDate	2022
dc.date.issued.none.fl_str_mv	2022
dc.date.accessioned.none.fl_str_mv	2023-07-21T14:54:48Z
dc.date.available.none.fl_str_mv	2023-07-21T14:54:48Z
dc.type.none.fl_str_mv	Trabajo de grado - Pregrado
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dc.identifier.instname.none.fl_str_mv	Universidad Tecnológica de Pereira
dc.identifier.reponame.none.fl_str_mv	Repositorio Institucional Universidad Tecnológica de Pereira
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url	https://hdl.handle.net/11059/14745 https://repositorio.utp.edu.co/home
identifier_str_mv	Universidad Tecnológica de Pereira Repositorio Institucional Universidad Tecnológica de Pereira
dc.language.iso.none.fl_str_mv	eng
language	eng
dc.relation.references.none.fl_str_mv	Ahmad, M., & Shah, S.K. (2019). A Critical Discourse Analysis of Gender Representations in the Content of 5th Grade English Language Textbook. International and Multidisciplinary Journal of Social Sciences,8(1), 1-24. doi:10.17583/rimcis.2019.3989. American Association of Applied Linguistics. Ethics Guidelines Task Force. (2017). AAAL ethics guidelines. Retrieved from http://c.ymcdn.com/sites/www.aaal.org/resource/resmgr/AAAL_Ethics_Guidelines_- _App.pdf A, Mavisakalyan. (2015) Gender in Language and Gender in Employment, Oxford Development Studies, 43:4, 403-424, DOI: 10.1080/13600818.2015.1045857 A, Mavisakalyan. (2015) Gender in Language and Gender in Employment, Oxford Development Studies, 43:4, 403-424, DOI: 10.1080/13600818.2015.1045857 Baiq, Shallaita., Nawawi, Nawawi & Amin, Muhammad. (2021). Analysis of English Language Teaching Materials on Gender Representation. International Journal of Multicultural and Multireligious Understanding. 8. 419. 10.18415/ijmmu. V8i2.2423 Baron, Dennis E.1986.Grammar and Gender. New Haven: Yale UP. Print Blumberg, R.L. The invisible obstacle to educational equality: gender bias in textbooks. Prospects 38, 345–361 (2008). https://doi.org/10.1007/s11125-009-9086-1 Bodine, Ann.1975. “Androcentrism in Prescriptive Grammar: Singular ‘they,’ Sex-Indefinite ‘he,’ and ‘he or she’.” Language in Society 4.2: 129-46. Web. Broverman, I., Vogel, S., Broverman, D., Clarkson, F., and Rosenkrantz, P. Sex-role Stereotypes: A Current Appraisal. Journal of Social Issues 28 (1972). Brusokaite, E. (2013). Gender Representation in EFL Textbooks. Lithuanian University of Educational Sciences. Butler, J. (1999). Gender trouble: Feminism and the subversion of identity. Routledge. Cheek, J. (2004). At the Margins? Discourse Analysis and Qualitative Research. Qualitative Health Research, 14(8), 1140–1150. doi:10.1177/1049732304266820. Corbett, G. (1991). Gender (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139166119 Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approach. Fifth edition. Los Angeles: SAGE. Davies, A., & Elder, C. (2004). Applied linguistics: Subject to discipline. In A. Davies, & C. Elder (Eds.), The handbook of applied linguistics. Oxford: Basil Blackwell Publishers. doi:10.1002/9780470757000.ch DANE. (2020). Guía para la inclusión del Enfoque Diferencial e Interseccional en la producción estadística. (“Publican guía de para orientar la inclusión del enfoque diferencial e ...”) Sistema Estadístico Nacional de Colombia (SEN). https://www.nodoka.co/es/documentos/guia-para-la-inclusion-del-enfoque-diferencial-e interseccional-en-la-produccion-estadist Durán, N. C. (2006). Exploring gender differences in the EFL classroom. Colombian Applied Linguistics Journal, (8), 123–136. https://doi.org/10.14483/22487085.174 Defensoría del Pueblo. (2020). Re-flexionar palabras: Cartilla sobre el lenguaje incluyente y no discriminatorio. Gobierno Nacional de Colombia. Díaz Alayón, C. A., & Cortés Jaimes, C. A. (2020). AN EFL TEXTBOOK CONTENT ANALYSIS: GENDER STEREOTYPES AND GENDER EQUALITY (Maestría). Universidad Pedagógica Nacional. Eckert, P., & McConnell-Ginet, S. (2013). Language and Gender (2nd ed.). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139245883 European Parliament. (2018). Gender Neutral Language in the European Parliament. https://www.europarl.europa.eu/cmsdata/151780/GNL_Guidelines_EN.pdf Glasser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. AldineTransaction. Given, L. M. (2008). The Sage Encyclopedia of Qualitative Research Methods: A-L; Vol. 2, M-Z Index. SAGE Publications. Gustafsson Sendén, M., Bäck, E. A., & Lindqvist, A. (2015). Introducing a gender-neutral pronoun in a natural gender language: the influence of time on attitudes and behavior. In Frontiers in Psychology (Vol. 6). Frontiers Media SA. https://doi.org/10.3389/fpsyg.2015.00893 Hord, Levi C. R. (2016) "Bucking the Linguistic Binary: Gender Neutral Language in English, Swedish, French, and German," Western Papers in Linguistics / Cahiers linguistiques de Western: Vol. 3: Iss. 1, Article 4. Hutchinson, T. and Torres, E. (1994). The textbook as agent of change. ELT Journal, 48/4 Kothari, C.R. Research methodology: Methods and techniques. 2nd revised edition New Delhi: New Age International (P) Limited, Publishers, 2004. Liang, W. (Tim), & Fung, D. (2021). Fostering critical thinking in English-as-a-second-language classrooms: Challenges and opportunities. Thinking Skills and Creativity, 39, 100769. https://doi.org/10.1016/j.tsc.2020.100769 Mackey, A., & Gass, S. M. (2021). Second Language Research: Methodology and Design (3rd ed.). Routledge. Mavisakalyan, A. (2015) Gender in Language and Gender in Employment, Oxford Development Studies, 43:4, 403-424, DOI: 10.1080/13600818.2015.1045857. Mojica, C. (2017). Learning how to make room to gendered practices in contexts of teaching English as a foreign language: a multiple case study. (“Learning how to make room for gendered practices in contexts of teaching ...”) Universidad de los Andes Murcia Quintero, D., & Coronado Guzmán, L. M. (2017). Caracterización interlingüística de la producción textual en inglés de estudiantes de Licenciatura en Lengua Inglesa. (“CARACTERIZACIÓN INTERLINGÜÍSTICA DE LA PRODUCCIÓN TEXTUAL EN ... - UTP”) Universidad Tecnológica de Pereira. Remi J. Kadem and José M. Cortina: Kadem, R. J., & Cortina, J. M. (2020). Gender stereotypes: Implications for the workplace. In A. R. Bedeian & G. Ferris (Eds.), Handbook of research in management (pp. 687-714). Emerald Publishing Limited. Sato, S., & Athanasopoulos, P. (2018). Grammatical gender affects gender perception: Evidence for the structural-feedback hypothesis. Cognition, 176, 220–231. Sczesny, S., Formanowicz, M., & Moser, F. (2016). Can Gender-Fair Language Reduce Gender Stereotyping and Discrimination? In Frontiers in Psychology (Vol. 7). Frontiers Media SA. https://doi.org/10.3389/fpsyg.2016.00025 Singh, S. K. (2021). Mighty Man-Beautiful Woman. Smashwords. UNESCO. (s. f.). Smashing gender stereotypes and bias and through education. Recover from https://www.unesco.org/en/articles/smashing-gender-stereotypes-and-bias-and-through education Vanka, A. (2022). Qualitative Research 4th edition: A Guide to Design and Implementation Sharan B. Merriam. (“[Qualitative Research] 4th edition: [A Guide] to [Design] and ...”) Independently published. Vicepresidencia de la República de Colombia, Equidad de la Mujer. (2018). Recomendaciones para ser incluyentes desde el lenguaje. Gobierno Nacional de Colombia. http://www.equidadmujer.gov.co/Documents/cajaherramientas2018/CH2018_Lenguaje Incluyente.pdf
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spelling	Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. La autorización otorgada se ajusta a lo que establece la Ley 23 de 1982. Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 dehttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessArias Castaño , EnriqueAgudelo García, MelanySánchez Jacome, Felipe Eduardo2023-07-21T14:54:48Z2023-07-21T14:54:48Z2022https://hdl.handle.net/11059/14745Universidad Tecnológica de PereiraRepositorio Institucional Universidad Tecnológica de Pereirahttps://repositorio.utp.edu.co/homeThis research explores gender practices in English Language Teaching (ELT) settings, particularly in the Colombian context. While gender dynamics in education environments have been discussed internationally, there is a need for further exploration in Colombia to foster an inclusive society. This qualitative case study with a content analysis methodology observed and reflected on the practices and materials used by two experienced C1-level language teachers in an ELT classroom at a public university in Pereira, Risaralda. Data analysis involved transcribing and categorizing the information collected from the classes observed. It was found that gender practices and stereotypes were presented in the material, however teachers acknowledged these biases and promoted a space for reflection and a critical analysis of the material. On this way the teachers promoted an inclusive space for interaction that intended to diminish the impact of these biases on their classes.Este Proyecto de investigación explora las dinámicas de género en entornos de enseñanza del inglés como lengua extranjera en el contexto colombiano. Aunque se ha debatico ampliamente acerca del tema a nivel internacional, es necesario explorarlo en el contexto colombiano para fomentar una sociedad inclusiva y en paz. Este estudio de caso cualitativo, realizado con una metodología de análisis de contenido, observó y reflexionó sobre las prácticas y materiales utilizados por dos profesores de inglés como lengua extranjera, cuyo nivel de lengua es superior a C1, en un instituto de inglés ubicado en Pereira, Risaralda. El análisis de datos implicó transcribir y categorizar la información recopilada de las clases observadas. Se encontró que las prácticas y estereotipos de género estaban presentes en el material utilizado; sin embargo, los profesores reconocieron estos sesgos y promovieron un espacio de reflexión y análisis crítico del material. De esta manera, los profesores fomentaron un espacio inclusivo de interacción que pretendía disminuir el impacto de estos sesgos en sus clases.Table of Content Abstract............................................................................................................................... 5 Resumen.............................................................................................................................. 6 Statement of the Problem.................................................................................................... 7 Research Question........................................................................................................... 9 General Objective............................................................................................................ 9 Specific Objectives.......................................................................................................... 9 Conceptual Framework....................................................................................................... 9 Discourse....................................................................................................................... 10 Discourse analysis ..................................................................................................... 10 Gender........................................................................................................................... 11 Grammatical Gender.................................................................................................. 11 Gender-Neutral language........................................................................................... 12 Gendered Language................................................................................................... 14 Genderless Language................................................................................................. 16 Gender Identity.......................................................................................................... 17 Gender Stereotypes.................................................................................................... 18 ELT Materials ............................................................................................................... 19 Literature Review.............................................................................................................. 20 Methodology..................................................................................................................... 23 Type of Research........................................................................................................... 24 Type of Study................................................................................................................ 24 Context .......................................................................................................................... 24 Setting............................................................................................................................ 25 Participants.................................................................................................................... 26 Teachers..................................................................................................................... 26 Researchers ............................................................................................................... 26 Data Collection Methods............................................................................................... 27 Sampling.................................................................................................................... 27 Artifacts..................................................................................................................... 28 Data Analysis.................................................................................................................... 29 Ethical Considerations...................................................................................................... 31 Confidentiality............................................................................................................... 31 4 Consent Forms............................................................................................................... 32 Voluntary Participation ................................................................................................. 32 Reducing the Risk of Harm........................................................................................... 33 Findings............................................................................................................................. 33 Gender Stereotypes and their Representation in ESL Classroom Interactions............. 33 Implications....................................................................................................................... 45 Research Implications................................................................................................... 45 Limitations........................................................................................................................ 46 Conclusions....................................................................................................................... 48 References......................................................................................................................... 50PregradoLicenciado(a) en Bilingüismo con Énfasis en Inglés55 Páginasapplication/pdfengUniversidad Tecnológica de PereiraLicenciatura en Bilingüismo con Énfasis en InglésFacultad de Bellas Artes y HumanidadesPereiraGender representation in english language teaching materials: a descriptive case studyTrabajo de grado - Pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisAhmad, M., & Shah, S.K. (2019). A Critical Discourse Analysis of Gender Representations in the Content of 5th Grade English Language Textbook. International and Multidisciplinary Journal of Social Sciences,8(1), 1-24. doi:10.17583/rimcis.2019.3989.American Association of Applied Linguistics. Ethics Guidelines Task Force. (2017). AAAL ethics guidelines. Retrieved from http://c.ymcdn.com/sites/www.aaal.org/resource/resmgr/AAAL_Ethics_Guidelines_- _App.pdfA, Mavisakalyan. (2015) Gender in Language and Gender in Employment, Oxford Development Studies, 43:4, 403-424, DOI: 10.1080/13600818.2015.1045857A, Mavisakalyan. (2015) Gender in Language and Gender in Employment, Oxford Development Studies, 43:4, 403-424, DOI: 10.1080/13600818.2015.1045857Baiq, Shallaita., Nawawi, Nawawi & Amin, Muhammad. (2021). Analysis of English Language Teaching Materials on Gender Representation. International Journal of Multicultural and Multireligious Understanding. 8. 419. 10.18415/ijmmu. V8i2.2423Baron, Dennis E.1986.Grammar and Gender. New Haven: Yale UP. PrintBlumberg, R.L. The invisible obstacle to educational equality: gender bias in textbooks. Prospects 38, 345–361 (2008). https://doi.org/10.1007/s11125-009-9086-1Bodine, Ann.1975. “Androcentrism in Prescriptive Grammar: Singular ‘they,’ Sex-Indefinite ‘he,’ and ‘he or she’.” Language in Society 4.2: 129-46. Web.Broverman, I., Vogel, S., Broverman, D., Clarkson, F., and Rosenkrantz, P. Sex-role Stereotypes: A Current Appraisal. Journal of Social Issues 28 (1972).Brusokaite, E. (2013). Gender Representation in EFL Textbooks. Lithuanian University of Educational Sciences.Butler, J. (1999). Gender trouble: Feminism and the subversion of identity. Routledge.Cheek, J. (2004). At the Margins? Discourse Analysis and Qualitative Research. Qualitative Health Research, 14(8), 1140–1150. doi:10.1177/1049732304266820.Corbett, G. (1991). Gender (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139166119Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approach. Fifth edition. Los Angeles: SAGE.Davies, A., & Elder, C. (2004). Applied linguistics: Subject to discipline. In A. Davies, & C. Elder (Eds.), The handbook of applied linguistics. Oxford: Basil Blackwell Publishers. doi:10.1002/9780470757000.chDANE. (2020). Guía para la inclusión del Enfoque Diferencial e Interseccional en la producción estadística. (“Publican guía de para orientar la inclusión del enfoque diferencial e ...”) Sistema Estadístico Nacional de Colombia (SEN). https://www.nodoka.co/es/documentos/guia-para-la-inclusion-del-enfoque-diferencial-e interseccional-en-la-produccion-estadistDurán, N. C. (2006). Exploring gender differences in the EFL classroom. Colombian Applied Linguistics Journal, (8), 123–136. https://doi.org/10.14483/22487085.174Defensoría del Pueblo. (2020). Re-flexionar palabras: Cartilla sobre el lenguaje incluyente y no discriminatorio. Gobierno Nacional de Colombia.Díaz Alayón, C. A., & Cortés Jaimes, C. A. (2020). AN EFL TEXTBOOK CONTENT ANALYSIS: GENDER STEREOTYPES AND GENDER EQUALITY (Maestría). Universidad Pedagógica Nacional.Eckert, P., & McConnell-Ginet, S. (2013). Language and Gender (2nd ed.). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139245883European Parliament. (2018). Gender Neutral Language in the European Parliament. https://www.europarl.europa.eu/cmsdata/151780/GNL_Guidelines_EN.pdfGlasser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. AldineTransaction.Given, L. M. (2008). The Sage Encyclopedia of Qualitative Research Methods: A-L; Vol. 2, M-Z Index. SAGE Publications.Gustafsson Sendén, M., Bäck, E. A., & Lindqvist, A. (2015). Introducing a gender-neutral pronoun in a natural gender language: the influence of time on attitudes and behavior. In Frontiers in Psychology (Vol. 6). Frontiers Media SA. https://doi.org/10.3389/fpsyg.2015.00893Hord, Levi C. R. (2016) "Bucking the Linguistic Binary: Gender Neutral Language in English, Swedish, French, and German," Western Papers in Linguistics / Cahiers linguistiques de Western: Vol. 3: Iss. 1, Article 4.Hutchinson, T. and Torres, E. (1994). The textbook as agent of change. ELT Journal, 48/4Kothari, C.R. Research methodology: Methods and techniques. 2nd revised edition New Delhi: New Age International (P) Limited, Publishers, 2004.Liang, W. (Tim), & Fung, D. (2021). Fostering critical thinking in English-as-a-second-language classrooms: Challenges and opportunities. Thinking Skills and Creativity, 39, 100769. https://doi.org/10.1016/j.tsc.2020.100769Mackey, A., & Gass, S. M. (2021). Second Language Research: Methodology and Design (3rd ed.). Routledge.Mavisakalyan, A. (2015) Gender in Language and Gender in Employment, Oxford Development Studies, 43:4, 403-424, DOI: 10.1080/13600818.2015.1045857.Mojica, C. (2017). Learning how to make room to gendered practices in contexts of teaching English as a foreign language: a multiple case study. (“Learning how to make room for gendered practices in contexts of teaching ...”) Universidad de los AndesMurcia Quintero, D., & Coronado Guzmán, L. M. (2017). Caracterización interlingüística de la producción textual en inglés de estudiantes de Licenciatura en Lengua Inglesa. (“CARACTERIZACIÓN INTERLINGÜÍSTICA DE LA PRODUCCIÓN TEXTUAL EN ... - UTP”) Universidad Tecnológica de Pereira.Remi J. Kadem and José M. Cortina: Kadem, R. J., & Cortina, J. M. (2020). Gender stereotypes: Implications for the workplace. In A. R. Bedeian & G. Ferris (Eds.), Handbook of research in management (pp. 687-714). Emerald Publishing Limited.Sato, S., & Athanasopoulos, P. (2018). Grammatical gender affects gender perception: Evidence for the structural-feedback hypothesis. Cognition, 176, 220–231.Sczesny, S., Formanowicz, M., & Moser, F. (2016). Can Gender-Fair Language Reduce Gender Stereotyping and Discrimination? In Frontiers in Psychology (Vol. 7). Frontiers Media SA. https://doi.org/10.3389/fpsyg.2016.00025Singh, S. K. (2021). Mighty Man-Beautiful Woman. Smashwords.UNESCO. (s. f.). Smashing gender stereotypes and bias and through education. Recover from https://www.unesco.org/en/articles/smashing-gender-stereotypes-and-bias-and-through educationVanka, A. (2022). Qualitative Research 4th edition: A Guide to Design and Implementation Sharan B. Merriam. (“[Qualitative Research] 4th edition: [A Guide] to [Design] and ...”) Independently published.Vicepresidencia de la República de Colombia, Equidad de la Mujer. (2018). Recomendaciones para ser incluyentes desde el lenguaje. Gobierno Nacional de Colombia. http://www.equidadmujer.gov.co/Documents/cajaherramientas2018/CH2018_Lenguaje Incluyente.pdfMateriales de enseñanza de inglésEstudios culturales en educaciónEnseñanza inclusivaMateriales de enseñanza de inglésEstudios culturales en educaciónEnseñanza inclusivaGender DynamicsGender BiasesInclusivenessORIGINALTRABAJO DE GRADO.pdfTRABAJO DE GRADO.pdfapplication/pdf844791https://dspace7-utp.metabuscador.org/bitstreams/0c4e79ee-fb05-480c-bfd2-61eca9bef56b/download5da0b509cf10c308f38deae828f8996cMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://dspace7-utp.metabuscador.org/bitstreams/83e9d72a-1a0a-4b78-a7bf-7e96f008f852/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTTRABAJO DE GRADO.pdf.txtTRABAJO DE GRADO.pdf.txtExtracted texttext/plain97072https://dspace7-utp.metabuscador.org/bitstreams/de14085a-fb01-40d0-a67e-9b8e3f061aa2/downloade55da6e6e23ee666b5dfc0076ba65612MD53THUMBNAILTRABAJO DE GRADO.pdf.jpgTRABAJO DE GRADO.pdf.jpgGenerated Thumbnailimage/jpeg5616https://dspace7-utp.metabuscador.org/bitstreams/adfd7bc6-ec25-49ae-94fe-5f3c823d393e/download39aaaf74f00bbac2c22a52634ad57a9fMD5411059/14745oai:dspace7-utp.metabuscador.org:11059/147452023-07-22 03:00:28.72https://creativecommons.org/licenses/by-nc-nd/4.0/Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. La autorización otorgada se ajusta a lo que establece la Ley 23 de 1982. Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 deopen.accesshttps://dspace7-utp.metabuscador.orgRepositorio de la Universidad Tecnológica de Pereirabdigital@metabiblioteca.com

Gender representation in english language teaching materials: a descriptive case study

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