This study investigated the long-term effectiveness of explicit versus implicit instruction in a classroom setting. The participants were 114 Dutch secondary school students learning English as an L2; a control group received explicit and an intervention group received implicit instruction in a meaning-based context for two academic years. Instructional effects were measured via a timed writing task. The writing products of the two groups were compared in terms of holistic quality, writing complexity, accuracy and fluency. The results revealed that explicit and implicit instruction were equally effective in terms of promoting global writing proficiency, writing complexity and fluency. Regarding accuracy, interesting differences were found in the learners’ command of tense/aspect related verb phrases. The findings suggest that the benefit of explicit instruction lies in the use of correct verb forms, whereas the benefit of implicit instruction lies in the correct choice of tense/aspect in the communicative context.
{"title":"Long-term effects of explicit versus implicit instruction on EFL writing","authors":"Hui Ke, Yuhua Luo, L. Piggott, Rasmus Steinkrauss","doi":"10.51751/dujal9361","DOIUrl":"https://doi.org/10.51751/dujal9361","url":null,"abstract":"This study investigated the long-term effectiveness of explicit versus implicit instruction in a classroom setting. The participants were 114 Dutch secondary school students learning English as an L2; a control group received explicit and an intervention group received implicit instruction in a meaning-based context for two academic years. Instructional effects were measured via a timed writing task. The writing products of the two groups were compared in terms of holistic quality, writing complexity, accuracy and fluency. The results revealed that explicit and implicit instruction were equally effective in terms of promoting global writing proficiency, writing complexity and fluency. Regarding accuracy, interesting differences were found in the learners’ command of tense/aspect related verb phrases. The findings suggest that the benefit of explicit instruction lies in the use of correct verb forms, whereas the benefit of implicit instruction lies in the correct choice of tense/aspect in the communicative context.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43342892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study investigates the prosody training benefits for interpreter trainees in perception vs. production skills in simultaneous interpreting. Two groups of student interpreters were formed. Participants were assigned to groups at random. The control group received routine instruction in interpreting skills. The experimental group spent 20 minutes less time per session on the routine curriculum and instead received awareness training on prosodic features of English. The total instruction time was the same for the students in two groups, i.e., 15 hours. Students then took a posttest in interpretation skills. The results showed that the experimental group performed better than the control group in simultaneous interpretation performance. Moreover, the study revealed that prosody training enhances the students’ perception skills more than that of the production skills. These results have pedagogical implications for curriculum designers, interpreter training programs, and all who are involved in language study and pedagogy.
{"title":"Prosody training benefits in perception vs. production skills in simultaneous interpreting: an experimental study","authors":"Mahmood Yenkimaleki","doi":"10.51751/dujal9888","DOIUrl":"https://doi.org/10.51751/dujal9888","url":null,"abstract":"The present study investigates the prosody training benefits for interpreter trainees in perception vs. production skills in simultaneous interpreting. Two groups of student interpreters were formed. Participants were assigned to groups at random. The control group received routine instruction in interpreting skills. The experimental group spent 20 minutes less time per session on the routine curriculum and instead received awareness training on prosodic features of English. The total instruction time was the same for the students in two groups, i.e., 15 hours. Students then took a posttest in interpretation skills. The results showed that the experimental group performed better than the control group in simultaneous interpretation performance. Moreover, the study revealed that prosody training enhances the students’ perception skills more than that of the production skills. These results have pedagogical implications for curriculum designers, interpreter training programs, and all who are involved in language study and pedagogy.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48236362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eva Knopp, S. Jentges, Chrissy Laurentzen, M. V. Mulken
There are multiple ways in which language learners’ multilingual repertoire can be put to use in foreign language learning and teaching. One such use is receptive multilingualism (RM, cf. Blees & Ten Thije 2017). Despite the fact that RM has been found to be an effective means of communication between adult speakers of typologically related languages, like Dutch and German (see Beerkens, 2010; Van Mulken & Hendriks, 2015; Ribbert & Ten Thije, 2007), there is hardly any research investigating its use and effectiveness in younger learners in school settings (Ten Thije, Gulikers & Schoutsen, 2020). In this contribution, we present the results of a pilot study in which we investigate whether German secondary-school students make use of their multilingual repertoire by employing receptive multilingual strategies when decoding an unknown, but typologically related language (Dutch) and whether they can transfer these skills when decoding a less typologically related, unknown language (Maltese).
{"title":"Hoe universeel zijn receptieve meertaligheidsstrategieën?","authors":"Eva Knopp, S. Jentges, Chrissy Laurentzen, M. V. Mulken","doi":"10.51751/dujal9705","DOIUrl":"https://doi.org/10.51751/dujal9705","url":null,"abstract":"There are multiple ways in which language learners’ multilingual repertoire can be put to use in foreign language learning and teaching. One such use is receptive multilingualism (RM, cf. Blees & Ten Thije 2017). Despite the fact that RM has been found to be an effective means of communication between adult speakers of typologically related languages, like Dutch and German (see Beerkens, 2010; Van Mulken & Hendriks, 2015; Ribbert & Ten Thije, 2007), there is hardly any research investigating its use and effectiveness in younger learners in school settings (Ten Thije, Gulikers & Schoutsen, 2020). In this contribution, we present the results of a pilot study in which we investigate whether German secondary-school students make use of their multilingual repertoire by employing receptive multilingual strategies when decoding an unknown, but typologically related language (Dutch) and whether they can transfer these skills when decoding a less typologically related, unknown language (Maltese).","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42063604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study attempted to explore the role of reflection in the accurate use of the English regular past tense structure using task repetition. Thirty-one learners were assigned into two conditions: task repetition only (TR) and task repetition with self-reflection (TR+SR). Both groups repeated an oral narrative task two times and then carried out a new task of the same type (i.e., another oral narrative task). However, only the TR+SR learners were engaged in self-reflection through responding to a questionnaire developed for the purpose of this study. Results revealed that learners’ reflection on their first task performance helped them notice the gap between their existing and target structure use as attested by their significantly high scores in the repeated tasks as well as the new task. The results therefore indicate the potential of reflective practice as an effective intervention strategy between repeated performances of the same task in terms of accuracy.
{"title":"Learners’ Reflective Practice between the Repeated Performances of Tasks: Effects on Second Language Development","authors":"Sima Khezrlou","doi":"10.51751/dujal9458","DOIUrl":"https://doi.org/10.51751/dujal9458","url":null,"abstract":"This study attempted to explore the role of reflection in the accurate use of the English regular past tense structure using task repetition. Thirty-one learners were assigned into two conditions: task repetition only (TR) and task repetition with self-reflection (TR+SR). Both groups repeated an oral narrative task two times and then carried out a new task of the same type (i.e., another oral narrative task). However, only the TR+SR learners were engaged in self-reflection through responding to a questionnaire developed for the purpose of this study. Results revealed that learners’ reflection on their first task performance helped them notice the gap between their existing and target structure use as attested by their significantly high scores in the repeated tasks as well as the new task. The results therefore indicate the potential of reflective practice as an effective intervention strategy between repeated performances of the same task in terms of accuracy.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70798329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Loes Groen, Merel Keijzer, Marije C Michel, W. Lowie
In this research note we argue that reading lessons for the subject of English in Dutch pre-university education require adjustments. Currently, these lessons do not prepare students well for university reading. Too often, lessons emphasize searching for information, the dominant skill to pass the school exit exam. Instead, students would benefit much more from instruction on reading to learn and critical reading, which are important university skills. Moreover, the expository texts for English classes generally concern school subjects instead of genuine English content such as linguistics. To address these problems, we are in the process of developing an academic reading course focussing on linguistic topics to enhance students’ academic readiness, while at the same time adding depth and content to the subject of English in Dutch pre-university education. An empirical study to evaluate the effectiveness of this course will follow.
{"title":"An English academic reading course for Dutch pre-university students","authors":"Loes Groen, Merel Keijzer, Marije C Michel, W. Lowie","doi":"10.1075/dujal.19042.gro","DOIUrl":"https://doi.org/10.1075/dujal.19042.gro","url":null,"abstract":"\u0000 In this research note we argue that reading lessons for the subject of English in Dutch pre-university education require\u0000 adjustments. Currently, these lessons do not prepare students well for university reading. Too often, lessons emphasize searching for\u0000 information, the dominant skill to pass the school exit exam. Instead, students would benefit much more from instruction on reading to learn\u0000 and critical reading, which are important university skills. Moreover, the expository texts for English classes generally concern school\u0000 subjects instead of genuine English content such as linguistics. To address these problems, we are in the process of developing\u0000 an academic reading course focussing on linguistic topics to enhance students’ academic readiness, while at the same time adding depth and\u0000 content to the subject of English in Dutch pre-university education. An empirical study to evaluate the effectiveness of this course will\u0000 follow.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49366596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ellen Simon, E. D’haeseleer, F. Altinkamis, Koen Plevoets
This study examines the Dutch intelligibility of a group of monolingual Dutch and bilingual Turkish-Dutch preschool children in Flanders, as rated by native Dutch listeners and measured by a Dutch intelligibility test. The intelligibility of the bilingual children is compared to that of the monolingual Dutch children, in order to examine whether age and/or task effects are similar or different in the two groups. The results revealed that intelligibility was affected by age, but showed no significant interaction between age and group. However, we found a significant interaction between age and task: children’s intelligibility increased with age for a word production as well as a sentence production task, but much more so for the latter than for the former. We discuss the results in relation to the children’s developing phonological systems, the age of exposure to Dutch and the nature of the test.
{"title":"Dutch speech intelligibility in bilingual Turkish-Dutch children in Flanders","authors":"Ellen Simon, E. D’haeseleer, F. Altinkamis, Koen Plevoets","doi":"10.1075/dujal.19025.sim","DOIUrl":"https://doi.org/10.1075/dujal.19025.sim","url":null,"abstract":"\u0000This study examines the Dutch intelligibility of a group of monolingual Dutch and bilingual Turkish-Dutch preschool children in Flanders, as rated by native Dutch listeners and measured by a Dutch intelligibility test. The intelligibility of the bilingual children is compared to that of the monolingual Dutch children, in order to examine whether age and/or task effects are similar or different in the two groups. The results revealed that intelligibility was affected by age, but showed no significant interaction between age and group. However, we found a significant interaction between age and task: children’s intelligibility increased with age for a word production as well as a sentence production task, but much more so for the latter than for the former. We discuss the results in relation to the children’s developing phonological systems, the age of exposure to Dutch and the nature of the test.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41585475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Until recently, throughout the world, linguistic theory was virtually absent in secondary education, mostly limited to grammar teaching still based on 19th century linguistic theory. There is a growing call, however, for enriching grammar teaching with modern linguistic insights, integrating higher order critical thinking skills, like reasoning. This study tries to lay the groundwork for a model of linguistic reasoning in particular. Based on a well-established model for historical reasoning (Van Boxtel & Van Drie, 2018), a linguistic model is developed in two steps. First, the components of the historical model are theoretically analysed and transposed to the linguistic domain, and second, the model is applied in qualitative analysis of linguistic experts’ reasoning. It is found that the model fits linguistic reasoning fairy well: all central components can be observed, and are evenly distributed over different experts. It is concluded that the linguistic reasoning model can be used in the development of a new grammar pedagogy.
直到最近，在世界范围内，语言理论在中学教育中几乎是缺席的，主要局限于语法教学，仍然基于19世纪的语言理论。然而，越来越多的人呼吁用现代语言学的见解来丰富语法教学，整合更高层次的批判性思维技能，比如推理。本研究试图为语言推理模型奠定基础。基于一个成熟的历史推理模型(Van Boxtel & Van Drie, 2018)，语言模型分两个步骤开发。首先，对历史模型的组成部分进行理论分析，并将其转置到语言领域;其次，将该模型应用于语言专家推理的定性分析。结果表明，该模型很好地符合语言推理规则，所有的中心分量都能被观察到，并且均匀地分布在不同的专家身上。语言推理模型可用于发展一种新的语法教学法。
{"title":"Defining linguistic reasoning","authors":"Roy Dielemans, P. Coppen","doi":"10.1075/dujal.19038.die","DOIUrl":"https://doi.org/10.1075/dujal.19038.die","url":null,"abstract":"\u0000 Until recently, throughout the world, linguistic theory was virtually absent in secondary education, mostly limited to\u0000 grammar teaching still based on 19th century linguistic theory. There is a growing call, however, for enriching grammar teaching with modern\u0000 linguistic insights, integrating higher order critical thinking skills, like reasoning. This study tries to lay the groundwork for a model\u0000 of linguistic reasoning in particular.\u0000 Based on a well-established model for historical reasoning (Van Boxtel & Van Drie,\u0000 2018), a linguistic model is developed in two steps. First, the components of the historical model are theoretically analysed and\u0000 transposed to the linguistic domain, and second, the model is applied in qualitative analysis of linguistic experts’ reasoning.\u0000 It is found that the model fits linguistic reasoning fairy well: all central components can be observed, and are evenly\u0000 distributed over different experts. It is concluded that the linguistic reasoning model can be used in the development of a new grammar\u0000 pedagogy.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47589755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Universities in the Netherlands are currently faced with finding a balance between the implementation of English-medium instruction and the protection and promotion of Dutch. In this article I analyse university language policy documents from a discursive and critical perspective. I explore the intertextual transformations involved in a multilevel process of policymaking; that is, as policy discourse shifts from the state legislation governing the language of instruction in higher education to the codes of conduct for language of the publicly funded universities. The institutions use various discursive strategies, including intertextuality and recontextualisation, to legitimate their reinterpretation of the basic legal principle ‘Dutch, unless’ as ‘English, unless’ (at master’s level, and increasingly at bachelor’s level too). Although the current law is set to be amended, it appears the proposed new law will simply require universities to do more paperwork while continuing on their current path.
{"title":"Language policy and the law","authors":"A. Edwards","doi":"10.1075/dujal.19028.edw","DOIUrl":"https://doi.org/10.1075/dujal.19028.edw","url":null,"abstract":"\u0000 Universities in the Netherlands are currently faced with finding a balance between the implementation of\u0000 English-medium instruction and the protection and promotion of Dutch. In this article I analyse university language policy\u0000 documents from a discursive and critical perspective. I explore the intertextual transformations involved in a multilevel process\u0000 of policymaking; that is, as policy discourse shifts from the state legislation governing the language of instruction in higher\u0000 education to the codes of conduct for language of the publicly funded universities. The institutions use various discursive\u0000 strategies, including intertextuality and recontextualisation, to legitimate their reinterpretation of the basic legal principle\u0000 ‘Dutch, unless’ as ‘English, unless’ (at master’s level, and increasingly at bachelor’s level too). Although the current law is\u0000 set to be amended, it appears the proposed new law will simply require universities to do more paperwork while continuing on their\u0000 current path.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45122303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-12DOI: 10.21942/UVA.C.4739162.V1
I.R.L. Broedelet, P. Boersma, J. Rispens
Since Saffran, Aslin and Newport (1996) showed that infants were sensitive to transitional probabilities between syllables after being exposed to a few minutes of fluent speech, there has been ample research on statistical learning. Word segmentation studies usually test learning by making use of “offline methods” such as forced-choice tasks. However, cognitive factors besides statistical learning possibly influence performance on those tasks. The goal of the present study was to improve a method for measuring word segmentation online. Click sounds were added to the speech stream, both between words and within words. Stronger expectations for the next syllable within words as opposed to between words were expected to result in slower detection of clicks within words, revealing sensitivity to word boundaries. Unexpectedly, we did not find evidence for learning in multiple groups of adults and child participants. We discuss possible methodological factors that could have influenced our results.
{"title":"Measuring (online) word segmentation in adults and children","authors":"I.R.L. Broedelet, P. Boersma, J. Rispens","doi":"10.21942/UVA.C.4739162.V1","DOIUrl":"https://doi.org/10.21942/UVA.C.4739162.V1","url":null,"abstract":"Since Saffran, Aslin and Newport (1996) showed that infants were sensitive to transitional probabilities between syllables after being exposed to a few minutes of fluent speech, there has been ample research on statistical learning. Word segmentation studies usually test learning by making use of “offline methods” such as forced-choice tasks. However, cognitive factors besides statistical learning possibly influence performance on those tasks. The goal of the present study was to improve a method for measuring word segmentation online. Click sounds were added to the speech stream, both between words and within words. Stronger expectations for the next syllable within words as opposed to between words were expected to result in slower detection of clicks within words, revealing sensitivity to word boundaries. Unexpectedly, we did not find evidence for learning in multiple groups of adults and child participants. We discuss possible methodological factors that could have influenced our results.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41872048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studies on English language learning materials indicate that women are underrepresented and often appear in low-status professions, though gender equality increases within the last decade (Sunderland, 2015). To what degree does this finding apply for textbooks for learners of Dutch as a Second Language (DSL)? To our knowledge, there are no studies into gender and profession in DSL materials. Dutch however, constitutes an interesting case as both female, male and ‘gender neutral’ professional role nouns exist, while their use is not formally regulated. We systematically analyzed textual and pictorial representations of female and male professionals in textbook chapters about work in fifteen DSL textbooks published within the last 50 years. We drew on quantitative (e.g., number of fe/male and ‘gender neutral’ professional names; instances of male generics and firstness; number of depicted wo/men) and qualitative (e.g., nature of the most frequent professional names; categorization of textbook images) methods to do so. Results show that women are not underrepresented in dialogues and pictures, but that dialogue themes are unequally divided over women and men. Moreover, women are backgrounded through male generics and male firstness and female professional names appear less frequently than male names. Women are also described in gender typical roles, whereas men are not. This holds for both older (1974–2009) and recent textbooks (2011–2017). Overall, more ‘gender neutral’ nouns refer to men in the corpus, but they are used more frequently to refer to women within the last decade. Future studies should address the present theme from psycholinguistic and classroom discourse perspectives and consider additional analytical domains (e.g. chapters about family) and foci (e.g. analyses of verbs associated with wo/men). We discuss pedagogical implications (e.g., screen materials for male firstness; describe women in a greater variety of roles; reverse gender roles in class) for those with concern for gender equality in language education.
{"title":"Van typiste naar ingenieur?","authors":"Dietha Koster, Chiara Iding","doi":"10.1075/DUJAL.18014.KOS","DOIUrl":"https://doi.org/10.1075/DUJAL.18014.KOS","url":null,"abstract":"\u0000Studies on English language learning materials indicate that women are underrepresented and often appear in low-status professions, though gender equality increases within the last decade (Sunderland, 2015). To what degree does this finding apply for textbooks for learners of Dutch as a Second Language (DSL)? To our knowledge, there are no studies into gender and profession in DSL materials. Dutch however, constitutes an interesting case as both female, male and ‘gender neutral’ professional role nouns exist, while their use is not formally regulated. We systematically analyzed textual and pictorial representations of female and male professionals in textbook chapters about work in fifteen DSL textbooks published within the last 50 years. We drew on quantitative (e.g., number of fe/male and ‘gender neutral’ professional names; instances of male generics and firstness; number of depicted wo/men) and qualitative (e.g., nature of the most frequent professional names; categorization of textbook images) methods to do so. Results show that women are not underrepresented in dialogues and pictures, but that dialogue themes are unequally divided over women and men. Moreover, women are backgrounded through male generics and male firstness and female professional names appear less frequently than male names. Women are also described in gender typical roles, whereas men are not. This holds for both older (1974–2009) and recent textbooks (2011–2017). Overall, more ‘gender neutral’ nouns refer to men in the corpus, but they are used more frequently to refer to women within the last decade. Future studies should address the present theme from psycholinguistic and classroom discourse perspectives and consider additional analytical domains (e.g. chapters about family) and foci (e.g. analyses of verbs associated with wo/men). We discuss pedagogical implications (e.g., screen materials for male firstness; describe women in a greater variety of roles; reverse gender roles in class) for those with concern for gender equality in language education.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46257721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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