When the conversation doesn’t include you: representations of transgender identities in EFL source materials
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Título
When the conversation doesn’t include you: representations of transgender identities in EFL source materialsAutoría
Tutor/Supervisor; Universidad.Departamento
Nightingale, Richard; Universitat Jaume I. Departament d'Estudis AnglesosFecha de publicación
2020-06-04Editor
Universitat Jaume IResumen
Language has a strong symbolic power that needs to be understood in relation to its social
meaning. From a poststructuralist perspective, it is through language that individuals
construct and negotiate their multiple ... [+]
Language has a strong symbolic power that needs to be understood in relation to its social
meaning. From a poststructuralist perspective, it is through language that individuals
construct and negotiate their multiple social identities in signifying discursive practices.
However, habitus and doxa underlie the systems of power that approve discursive practices
depending on their conformity with the norm. Then, those individuals whose identities are
considered non-normative, such as women, homosexuals, or transgender people have been
discursively excluded to the margins of society. Moreover, in the language-learning
environment, educational materials have been shown to reflect hegemony by not questioning
heteronormativity and cisnormativity. On the contrary, audiovisual media, that may be used
as additional language-learning sources, have revealed a wider range of identity options. In
this respect, Norton Peirce’s (1995) model of investment emerged with a view to explore the
impact of identity options in learners’ investment in language learning. Nevertheless, no
research to date has focused either on the underrepresentation of transgender people in
textbooks and audiovisual media, or on the impact that such visibility may have in learners’
investment. Thus, this paper aims, firstly, to consider the extent to which transgender people
are represented in English as a Foreign Language (EFL) written sources. Secondly, the range
of subject positions present in an audiovisual source will be explored and compared with that
in textbooks. Finally, the impact that trans visibility in language learning sources may have
on learners’ investment will be discussed, together with the role of EFL teachers in dealing
with silenced identities in the classroom. The study revealed that whereas transgender
misrepresentation in language-learning textbooks is still an issue, audiovisual media tend to
offer a more realistic image of diversity in society. In line with previous studies, trans
representation was suggested to enhance learners’ investment due to the wider range of
subject positions which learners can use to participate in classroom practices. These results
are discussed and suggestions for further research are given. [-]
Palabras clave / Materias
Descripción
Treball Final de Grau en Estudis Anglesos. Codi: EA0938. Curs acadèmic: 2019/2020
Tipo de documento
info:eu-repo/semantics/bachelorThesisDerechos de acceso
info:eu-repo/semantics/openAccess
Aparece en las colecciones
- Grau en Estudis Anglesos [352]
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