Creating an EFL Critical Gender Curriculum

• Main Authors: Ning-Shan Tsou, 鄒寧珊
• Other Authors: Yueh-Hung Tseng
• Format: Others
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/30703333393813334929

碩士 === 國立東華大學 === 英美語文學系 === 101 === The purpose of this study is to investigate how the elementary school students reframe their gender awareness and respect multiple perspectives through critical gender picture books in the EFL Critical Gender Curriculum in Taiwan. Additionally, this study is an interdisciplinary curriculum which integrates English learning, gender equity education, and picture book reading. This study was guided by a qualitative paradigm, which research method was adopted to observe a specific small group in a real life setting. Thirty fifth-grade students were enrolled as the participants in the ten-week curriculum. Data source included observation from teaching, interview, open-ended questionnaires, students’ artifacts, students’ learning journals, teacher’s field notes, and transcription archives of audio and video tapes. The result of this study indicated that Critical Gender Curriculum (CGC) indeed had an influence on reframing students’ gender beliefs. Students showed a greater understanding about the conception of gender equity in regard to respect people’s choices of favorite items and dressing styles, and about the division of labor and housework not limited by the gender roles. Furthermore, findings suggested that CGC enhanced students’ learning attitude toward EFL learning, and more students became active learners and also inquirers after the curriculum implementation.