Sexist Language in the Written Discourse of Pre-Service English Teachers: A Content and Linguistic Analysis
DOI:
https://doi.org/10.5281/zenodo.20327379Keywords:
sexism, GFL, content & linguistic analysis, pre-service English teachers, feminist stylistics, mixed methodsAbstract
Language is a crucial tool that influences and shapes social attitudes and reinforces sex and gender ideologies, particularly in education settings, however sexism and gender inequality were still prevalent in academics and educational contexts. This study examined the prevalence and patterns of sexist language in the written discourse of pre-service English teachers (PSET). A mixed-method design was employed, involving 142 participants enrolled in an English teacher education program. Quantitative data were analyzed using descriptive statistics, frequency, percentage, and average, while qualitative data were examined through content and linguistic analysis guided by Gender Fair Language Theory (GFL) and Feminist Stylistics. Findings revealed that sexist language was mostly prevalent at the discourse level, clause/sentence level, and then word level, where female-dominant and heteronormative expressions and patterns were observed and evident. Results were analyzed according to sex, gender orientation, year level, and linguistic-related courses taken, which revealed that sexist language persisted regardless of one’s profile. The study emphasized the persistence of gender-biased language even among future English educators, reinforcing the need for strengthened gender-inclusive language instructional interventions and policies in (English) teacher education programs to promote GFL, egalitarianism, 5th SDG, linguistic equity, and social awareness.
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