Date of Publication
2024
Document Type
Master's Thesis
Degree Name
Master of Arts in English Language Education
Subject Categories
Discourse and Text Linguistics | Gender, Race, Sexuality, and Ethnicity in Communication
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Dept of English and Applied Linguistics
Thesis Advisor
Raymund Victor M. Vitorio
Defense Panel Chair
Paolo Niño M. Valdez
Defense Panel Member
Ma. Joahna Mante Estacio
Jonna Marie A. Lim
Abstract/Summary
This study explores how genders are linguistically and visually represented in self-learning modules in writing, communication, and literature subjects used during flexible distance learning in a private school in the Philippines. While numerous linguistic and discourse analytic studies have already explored and problematized the ideological representations of gender in textbooks (e.g., Bachore & Semela, 2022; Gupta & Yin, 1990; Lee, 2014; Salami & Ghajarieh, 2016), there is a dearth of studies on gender and self-learning modules. Given the role that these self-learning modules play in the formation of students’ conceptions of language and socialization, this study addresses the aforesaid gap by investigating the discursive construction of gender-based biases and stereotypes in these modules. This study uses multimodal critical discourse analysis to see how genders are discursively constructed linguistically (i.e. social actors’ representation and transitivity system) and multimodally (narrative processes). The findings show that neutral social actors and participants dominate the modules, especially in communication and writing. They are functionalized, collectivized, activated, backgrounded, and slightly included. They also act as Actors, Sensers, Carriers, and Identifieds. On the other hand, male social actors and participants remain visible, activated, and included and are seen in relational clauses, especially in literature subjects. They outnumber female social actors and participants even though they are equally portrayed in roles and professions. In images, heteronormativity is prevalent, and males are dominant. They act as Actors-Reacters in transactional and non-transactional action processes and reactions, disadvantaging females. On the other hand, LGBTQIA+ members have little to no representation in the modules. The study confirms that unequal gender representation remains, especially in images, despite the attempts to make the self-learning modules inclusive, coinciding with the findings from previous studies. It suggests addressing the issues of gender representation at the curriculum level, making self-learning modules and other learning materials more gender-responsive and inclusive.
Keywords: gender representation, self-learning modules, multimodal critical discourse analysis, social actors’ representation, transitivity system, narrative processes
Abstract Format
html
Language
English
Format
Electronic
Keywords
Discourse analysis; Gender identity in education
Recommended Citation
Casil, J. A. (2024). A multimodal critical discourse analysis of gender representations in self-learning modules. Retrieved from https://animorepository.dlsu.edu.ph/etdm_deal/19
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Embargo Period
12-13-2024
