Heteronormativity in EFL textbooks

Abstract

Gender is a binary construction reinforced by language, and reinforcing heterosexuality. When learning a foreign language, one has the ability to reconstruct one’s norms and therefore acquire strategies for avoiding production of, and exposure to, heteronormative language. These two ideas permeate this literature review on heteronormativity in EFL textbooks. The use of ‘inclusive language’ (avoiding heteronorms) in textbooks has been extensively studied during the past three decades, but predominantly focusing on gender representation and sexism. In this review, research on gender-bias and heterosexism in ELT materials is acknowledged to see whether textbooks have become more inclusive or if they still contain heteronormative standards. Research from the past decade provides a discussion of different aspects of gender-bias and heterosexism in EFL textbooks. Most of the articles indicate a development in awareness, yet still provide results exposing bias especially in sexual inclusivity. The relationship between gender and sexuality is discussed on its own and in relation to research. It is concluded that heterosexuality is a gender norm and thus should be included in analyses of gender roles in textbooks. Finally, some suggestions for further research in this field are proposed.