The textbook that will be analysed is “Travelers” (edition of 2009) used in 8th grade, the choice of the book was at random, however, what was very interesnting was that the textbook presented more female cartoons and images in stereotyped positions and clothes, and therefore, male cartoons were portrayed as stereotypical as well. Furthermore, the book became of interest for us because of the great appearance of the images in which the female gender was dressed in a certain way and performed certain tasks, whereas, the male gender was portrayed in doing things differently and dressed differently. It is intriguing to realise that the release year of the book coincide with us being in 8th-9th grade, and thinking back to how we thought we should behave and dress might go hand in hand with how we might had been taught at school. In the same line of thought, we consider that our mindsets were certainly different as how we think today, and we deem it has been the University, the contrasting environment with high-school, that has helped us to open our minds and accept and respect things that back on those years we thought unbelievable. 

The aim of this analysis is to try and answer: 

1) Up to what point does the textbook shows a reflection of gender stereotype? 
2) What are the differences between the representation of male and female characters in the terms of image? 

“The discourse of textbooks is always ideologically charged and reflects a certain type of worldview of a nation. The issues related to power, hegemony, identity, political ideology, gender and class differences are very effectively presented through discourse of the textbooks” (Sahid, 2015)

Giaschi (2000) claims that thanks to previous research it has been demonstrated that images are able to communicate beyond the expressive ability of oral or written language.

“Gender” depicts the roles of women and men established by the society. Each society

has a particular point of view towards the roles played by women and men and has specific expectations from them (Bell et al., 2006)

Females occupy suppressed groups that incarnate negative characteristics as passiveness, weakness, dependence, and emotionality; males comprise the dominant groups with the positive characteristics such as strength, activity, independence, and rationality (Ho, 2009)

Richards (2001) puts it, textbooks are key components in most language programs. In some situations, he believes, textbooks serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. 

As stated by Amerian & Esmaili (2015) ideology is the coherent set  of social  and power-related norms and values  dominated in  a society

Giaschi mentions that Fairclough (1989) and Berger (1972) use the term positioning in a quite literal way: individuals or groups of individuals are positioned by discourse as "inherently inferior," "in control," "weak," "strong," and so forth 

In essence this technique constitutes an interrogation of discourse, be it dialogue, journalism, advertising, or any other communication, to reveal power- and/or gender-based positioning that might not be easily identifiable at first glance. (Giaschi, 2000)

about the past as well as the idealized presentation of the past (Firestone, 2000)

Ansary & Babaii (2003) emphasize that textbooks should present a balanced and fair representation of both genders and also the roles ascribed to them and refuse stereotyping. Moreover, if a textbook neglects the actions and achievements of females or disapprove females or ascribe stereotyped roles to females and males, this textbook is sexist (Farooq, 1999)

Furhtermore, textbooks have a significant role in conveying specific and distinct information about the world in order to dictate suitable and proper types of behavior. (Amerian & Esmaili, 2015)

Finally, Gender message that is conveyed through textbooks or other means reflects information about the norms and values governing in the society. (Amerian & Esmaili, 2015). In addition, these conveyed messages express something about the opportunities and chances available for both females and males.

1. What is the activity of the image(s)?

2. Who is active (the "protagonist") in the image? 

3. Who is passive (the "receiver") in the image(s)? 

4. Who has status in the image(s)?

5. What does the body language communicate?

6. What does the clothing communicate? 

7. Where are the eyes directed?

Amongst the images were females were present, the action of them involved: 

 

On the other hand, males were mostly portrayed as:

Unit 2 called “self-care” was the unit in which women were more present, whether receiving advice or being more prone to being careful. 

Moreover, in Unit 4 “People and Places” men were portrayed as the ones giving information about science or giving correct answers about technology.

Women were the ones initiating conversation or the ones “talking” in the photos. 

Nevertheless, the photos in which men where the actives they were engaged in scientific situations and females were the ones observing. 

As it can be inferred from above, men were the passives in most images. The male subjects were the ones listening.

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In contrast, 7,8% men/boys where showing more skin and 92% were completely covered by clothes (long-sleeved shirts and trousers)

Gender in this specific case is clearly defined by social standards, and it could be said that ESL or EFL textbooks indeed has a secret agenda for teachers and students. Maybe further research needs to be carried out, however, by taking into account the former data, it could be said that the textbook “Travelers” is sexist and promotes an image of women and men which is not equal. However, despite the claims of Ho (2009) about gender, who said that women are mostly portrayed as passive and weak, in this case it happened the other way around, men were portrayed as more weak.  

Retrieved from http://orpheus.ucsd.edu/las/studies/pdfs/coryppr1.PDF

Giaschi, P. (2001).  Gender Positioning in Education: A Critical Image Analysis of ESL Texts. TESL Canada Journal, 18(1), 32-46. Retrieved from http://prodavmoodle.ucv.cl/pluginfile.php/697038/mod_resource/content/1/Giaschi%20Image%20Analysis%20ESL%20textbooks%20%282%29.pdf 

Ho, W. (2009). Is women or liquor  being sold -  Gender analysis of alcohol TV commercials in Hong Kong. Retrieved from www.hku.hk/english/LCOM%20paper/...%20rev/.../3_Vienna_Ho

Richards, J. C. (2001). The role of textbooks in a language program. Retrieved from http://www.professorjackrichards.com/pdfs/role-of-textbooks