Gender and Diversity in EFL Textbook Dialogues
Interactional Structure and Pedagogical Implications
Bibliographic Data
| ID | 7169342 |
|---|---|
| Authors | Shin‐ying Huang (0000-0003-3825-3129, Department of Foreign Languages and Literatures National Taiwan University Taipei Taiwan, corresponding author) |
| Year | 2025 |
| Volume | 59 |
| Issue | 3 |
| Pages | 1176-1198 |
| Publication date | 2025-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.3310 |
| OpenAlex | W4391882224 |
| Language | EN |
| Citations received | 1 |
| References cited | 35 |
Focusing on English‐as‐a‐foreign‐language (EFL) textbook dialogues, this study explores both gender equality and diverse identities from the perspective of interactional competence. The purpose of this study is twofold: first, to examine gender differences in textbook dialogues concerning interactional patterns, and second, to derive pedagogical implications for gender equality and diverse identities in English‐language teaching from the findings. This study proposes the initiation‐response‐follow‐up (IRF) model of discourse structure as both an analytical framework and a pedagogical framework for exploring and incorporating interactional competence related to gender and diversity. Findings reveal an overall balance in the interactional patterns between females and males in the textbook dialogues, although major differences were found in relation to particular discourse features in the context of a specific type of dialogue initiation. These findings are discussed in relation to possible classroom strategies for incorporating the IRF discourse structure to inform the teaching of interactional competence and sociolinguistic skills, particularly as relevant to the linguistic dimension of promoting diverse identities
Diversity (politics · Linguistics · Pedagogy · Sociology · Anthropology · EFL/ESL Teaching and Learning · Gender Studies in Language · Philosophy · Psychology · Second Language Learning and Teaching
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Discourse Roles, Gender and Language Textbook Dialogues
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Sexism in Current ESL Textbooks
Conversation
Initiation/Response/Follow‐Up, and Response to Intervention
Interactional dominance in dyadic communication
Describing conversational dominance
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |