The Influence of L2 English on Attitudes Towards Gender-Neutral Job Titles

Datos Bibliográficos

ID21830692
AutoresAlbatool A Alebrahim, Yousuf B AlBader (0000-0003-1693-8338, Public Authority for Applied Education and Training)
Año2023
Volumen13
Número3
Páginas24
Fecha de publicación2023-04-21
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaInternational Journal of English Linguistics (JOURNAL)
Identificadores de la revistaISSN: 1923-869X • E-ISSN: 1923-8703
EditorialCanadian Center of Science and Education (PUBLISHER)
DOI10.5539/ijel.v13n3p24
OpenAlexW4366783293
IdiomaEN
Referencias citadas8

This study examines the influence of L2 English on attitudes towards gender-neutral job titles. It aims to determine whether language influences perceptions of job titles. Data were collected via questionnaires from 67 participants aged 18-26 years, comprising American English native speakers, Arabic native speakers, and Kuwaiti learners of English. Results indicate that high-proficiency English learners tend to neutralize job titles instead of assigning gender markers, a behavior which is influenced by their exposure to English and cultural attitudes towards gender equality. Most native English speakers used neutral job titles instead of gender assignments. The two control groups demonstrated a significant difference in their responses, with Arabic monolinguals assigning gender markers based on the dominant gender in a particular profession. Additionally, language background and demographics affected these results. Attitudes towards gender markedness in job titles has received little attention from scholars studying Arabic–English bilinguals. Therefore, this study contributes to the literature by exploring attitudes towards gender markedness in job titles

American English · Arabic · Demographics · English language · Linguistics · Markedness · Mathematics education · Perception · Sociology · Demography · Gender Diversity and Inequality · Gender Studies in Language · Psychology · Social Psychology