Feminist historians and eighteenth-century scholars alike have employed strategic essentialisms of identity categories like the sapphic to reclaim the historical presence and agency of social groups whose histories have been erased (or obscured) under patriarchy. Methodologically, strategic essentialisms enable the speculative alignment of eighteenth-century figures with contemporary identity categories even though such categories may not have been constituted as such at the time. Works like Susan Lanser’s Sexuality of History exemplify the use of strategic essentialisms to retain a phenomenological position in relation to power structures without assimilating historical figures into contemporary identity constructs.1 Though work like Lanser’s exists for lesbian and gay identities, similar work has yet to focus on the intertextual experience of transgender embodiment, despite the fact that scholars have recently argued that the lack of a speculative transgender/transsexual history in the West has led to the problematic interpolation of so-called ‘third genders’ across the globe through a Western (largely white) lens.2 In this article, I seek to construct and employ a strategic essentialism of Western trans embodiment and experience to reconstitute the historical presence and agency of individuals whose unique experiences align in degrees to transgender identity today.3 I argue that the intertextual experience of Charlotte Charke with her multi-faceted identities and roles, her resistance to pseudo-histories, as well as her negotiation and generation of origin narratives and embodied borderlands, constitutes a phenomenology of intertextuality and serves as a viable starting place for the (re)construction of a lost, Western transgender history.
{"title":"Reclaiming a Transgender History: The Intertextual Life of Charlotte Charke","authors":"Jesse Jack","doi":"10.1093/english/efaa022","DOIUrl":"https://doi.org/10.1093/english/efaa022","url":null,"abstract":"\u0000 Feminist historians and eighteenth-century scholars alike have employed strategic essentialisms of identity categories like the sapphic to reclaim the historical presence and agency of social groups whose histories have been erased (or obscured) under patriarchy. Methodologically, strategic essentialisms enable the speculative alignment of eighteenth-century figures with contemporary identity categories even though such categories may not have been constituted as such at the time. Works like Susan Lanser’s Sexuality of History exemplify the use of strategic essentialisms to retain a phenomenological position in relation to power structures without assimilating historical figures into contemporary identity constructs.1 Though work like Lanser’s exists for lesbian and gay identities, similar work has yet to focus on the intertextual experience of transgender embodiment, despite the fact that scholars have recently argued that the lack of a speculative transgender/transsexual history in the West has led to the problematic interpolation of so-called ‘third genders’ across the globe through a Western (largely white) lens.2 In this article, I seek to construct and employ a strategic essentialism of Western trans embodiment and experience to reconstitute the historical presence and agency of individuals whose unique experiences align in degrees to transgender identity today.3 I argue that the intertextual experience of Charlotte Charke with her multi-faceted identities and roles, her resistance to pseudo-histories, as well as her negotiation and generation of origin narratives and embodied borderlands, constitutes a phenomenology of intertextuality and serves as a viable starting place for the (re)construction of a lost, Western transgender history.","PeriodicalId":42863,"journal":{"name":"ENGLISH","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/english/efaa022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41413809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.34293/english.v8i4.2491
Gopika Unni P
Life is not a bed of roses. It has its ups and downs. A man has to move through different phases during his life time. Shakespeare compared the entire world to a stage in his poem, “All the world’s a stage.”. We all are mere players in this stage of life. Shakespeare presents a philosophical reflection of life in “All the world’s a stage.” He exhibits each stage undergone by a man, during his course of a life time. The seven stages of encompass infancy, childhood, boyhood, adulthood, middle age, old age, second childhood. All the materialistic happiness and reputations are secondary as death will capture everyone in the end; death is the great conqueror.
{"title":"Philosophical Reflection of Life in William Shakespeare’s “All the World’s a Stage”","authors":"Gopika Unni P","doi":"10.34293/english.v8i4.2491","DOIUrl":"https://doi.org/10.34293/english.v8i4.2491","url":null,"abstract":"Life is not a bed of roses. It has its ups and downs. A man has to move through different phases during his life time. Shakespeare compared the entire world to a stage in his poem, “All the world’s a stage.”. We all are mere players in this stage of life. Shakespeare presents a philosophical reflection of life in “All the world’s a stage.” He exhibits each stage undergone by a man, during his course of a life time. The seven stages of encompass infancy, childhood, boyhood, adulthood, middle age, old age, second childhood. All the materialistic happiness and reputations are secondary as death will capture everyone in the end; death is the great conqueror.","PeriodicalId":42863,"journal":{"name":"ENGLISH","volume":"8 1","pages":"40-42"},"PeriodicalIF":0.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45686013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.34293/english.v8i4.3354
A. Bah
The novel Robinson Crusoe by Daniel Defoe, theme depicts the philosophy of existentialism. Existentialism argues the existence of humans through freedom of choice of the existence of who or what to become. The Robinson Crusoe character’s struggle to realize his freedom of life and defend his existence exemplars the existentialism. Robinson was adamant to his fathers’ advice and went to the sea. This paper discusses the characteristics of existentialism evident in the novel Robinson Crusoe. These aspects include the essence of existence, existence precedes essence, human alienation or estrangement, Fear and Trembling Anxiety, The Encounter with Nothingness, and Freedom. The relationships between existence and freedom of choice in human life establish the fact on augmentation of existentialism, as seen in Robinson Crusoe Character.
{"title":"The Augmentation of Existentialism: Robinson Crusoe’s Character","authors":"A. Bah","doi":"10.34293/english.v8i4.3354","DOIUrl":"https://doi.org/10.34293/english.v8i4.3354","url":null,"abstract":"The novel Robinson Crusoe by Daniel Defoe, theme depicts the philosophy of existentialism. Existentialism argues the existence of humans through freedom of choice of the existence of who or what to become. The Robinson Crusoe character’s struggle to realize his freedom of life and defend his existence exemplars the existentialism. Robinson was adamant to his fathers’ advice and went to the sea. This paper discusses the characteristics of existentialism evident in the novel Robinson Crusoe. These aspects include the essence of existence, existence precedes essence, human alienation or estrangement, Fear and Trembling Anxiety, The Encounter with Nothingness, and Freedom. The relationships between existence and freedom of choice in human life establish the fact on augmentation of existentialism, as seen in Robinson Crusoe Character.","PeriodicalId":42863,"journal":{"name":"ENGLISH","volume":"8 1","pages":"35-39"},"PeriodicalIF":0.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48774078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.34293/english.v8i4.2948
Prafull D Kulkarni
T.P. Kailasam’s play, Fulfilment, is a fascinating account of the confrontation from the Mahabharata’s Drona Parva between a vindicated and virtuous mortal, Eklavya, and a scheming divine, Krishna. T.P. Kailasam fictionalizes the Mahabharata myth of Ekalavya’s death in the hands of Krishna and weaves it into a powerful play of deceit and treachery in which the protagonist Eklavya tragically falls victim to the antagonist Krishna’s cunning act of treachery. The god, rather than protecting a virtuous human, has been shown as the one destroying him. This is entirely a new image of Krishna that T.P. Kailasam brings forward through this play, Fulfilment. The present paper aims to explore this tale of the divine antagonism from a fresh perspective.
{"title":"Thematic Exploration of TPK’s Antagonistic Perception in his Play Fulfilment","authors":"Prafull D Kulkarni","doi":"10.34293/english.v8i4.2948","DOIUrl":"https://doi.org/10.34293/english.v8i4.2948","url":null,"abstract":"T.P. Kailasam’s play, Fulfilment, is a fascinating account of the confrontation from the Mahabharata’s Drona Parva between a vindicated and virtuous mortal, Eklavya, and a scheming divine, Krishna. T.P. Kailasam fictionalizes the Mahabharata myth of Ekalavya’s death in the hands of Krishna and weaves it into a powerful play of deceit and treachery in which the protagonist Eklavya tragically falls victim to the antagonist Krishna’s cunning act of treachery. The god, rather than protecting a virtuous human, has been shown as the one destroying him. This is entirely a new image of Krishna that T.P. Kailasam brings forward through this play, Fulfilment. The present paper aims to explore this tale of the divine antagonism from a fresh perspective.","PeriodicalId":42863,"journal":{"name":"ENGLISH","volume":"8 1","pages":"12-15"},"PeriodicalIF":0.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44002569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.34293/english.v8i3.3253
Tamanna Sharmin Kabir
The role of using translation in teaching and learning English as a second language has always been a much-debated issue. Practitioners who opt for bilingual approach suggest that the use of L1 in learning English as L2 benefits students to learn more efficiently since it’s directly associated with their ambiance and circumstances, the learning ensues quickly and effortlessly, wherever the supporters of monolingual approach propose that the single use of L2 in classroom assists and motivates students thinking competencies and increases their proficiency level. The use of L1 has also played a significant role in developing the reading skill for EFL/ESL learners. This quantitative study discusses the extent to which the faculty members of the University of Asia Pacific (UAP) use translation in teaching language courses for 1st-year students of 6 different departments at the tertiary level of education, mainly in clarifying new vocabulary, discussing grammatical rules and explaining reading and listening passages to develop reading skill in L2. The study also assesses students’ viewpoints of using translation in developing reading skills in English. The study concludes that most instructors and students consider using translation as it is very operative in developing the reading skill of English as L2 and suggests a guideline for teachers and learners as well.
{"title":"Teachers’ and Students’ Perception of Using Translation (L1) for Developing Reading Skill","authors":"Tamanna Sharmin Kabir","doi":"10.34293/english.v8i3.3253","DOIUrl":"https://doi.org/10.34293/english.v8i3.3253","url":null,"abstract":"The role of using translation in teaching and learning English as a second language has always been a much-debated issue. Practitioners who opt for bilingual approach suggest that the use of L1 in learning English as L2 benefits students to learn more efficiently since it’s directly associated with their ambiance and circumstances, the learning ensues quickly and effortlessly, wherever the supporters of monolingual approach propose that the single use of L2 in classroom assists and motivates students thinking competencies and increases their proficiency level. The use of L1 has also played a significant role in developing the reading skill for EFL/ESL learners. This quantitative study discusses the extent to which the faculty members of the University of Asia Pacific (UAP) use translation in teaching language courses for 1st-year students of 6 different departments at the tertiary level of education, mainly in clarifying new vocabulary, discussing grammatical rules and explaining reading and listening passages to develop reading skill in L2. The study also assesses students’ viewpoints of using translation in developing reading skills in English. The study concludes that most instructors and students consider using translation as it is very operative in developing the reading skill of English as L2 and suggests a guideline for teachers and learners as well.","PeriodicalId":42863,"journal":{"name":"ENGLISH","volume":"8 1","pages":"1-11"},"PeriodicalIF":0.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43835609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.34293/english.v8i4.3387
Zakia Ahmad
One of the most important language skills of a literate person is the skill to read. Reading means ‘reading and understanding’ (Ur, 1999). Students in Bangladesh go through a long process of education but still do not attain this skill proficiently; even at the secondary level of education they are unaware of the importance of reading. The English reading proficiency of students is dependent on the instruction they receive. Students do not realize that comprehension is the most important part of reading. The relationship between education and language is interdependent and failure to acquire language skills leads to failure in education. This study has focused on the attitude of teachers towards teaching English reading, how it affects their mode of instruction and how in turn this affects the reading proficiency of students. Analysis of results revealed that negative teacher attitude towards reading produces low proficiency readers of English. Research was carried out on both teachers and students. The results have shown that neither the students nor the teachers are aware of the reading strategies or sub-skills that they are required to employ while reading. Students do not know how to approach their reading materials, nor do they apply the reading strategies necessary for comprehension. The study has shown that the teachers themselves are not aware of these strategies and thus they cannot apply them to their teaching.
{"title":"The Effect of Teacher Attitudes on Students’ English Reading Proficiency","authors":"Zakia Ahmad","doi":"10.34293/english.v8i4.3387","DOIUrl":"https://doi.org/10.34293/english.v8i4.3387","url":null,"abstract":"One of the most important language skills of a literate person is the skill to read. Reading means ‘reading and understanding’ (Ur, 1999). Students in Bangladesh go through a long process of education but still do not attain this skill proficiently; even at the secondary level of education they are unaware of the importance of reading. The English reading proficiency of students is dependent on the instruction they receive. Students do not realize that comprehension is the most important part of reading. The relationship between education and language is interdependent and failure to acquire language skills leads to failure in education. This study has focused on the attitude of teachers towards teaching English reading, how it affects their mode of instruction and how in turn this affects the reading proficiency of students. Analysis of results revealed that negative teacher attitude towards reading produces low proficiency readers of English. Research was carried out on both teachers and students. The results have shown that neither the students nor the teachers are aware of the reading strategies or sub-skills that they are required to employ while reading. Students do not know how to approach their reading materials, nor do they apply the reading strategies necessary for comprehension. The study has shown that the teachers themselves are not aware of these strategies and thus they cannot apply them to their teaching.","PeriodicalId":42863,"journal":{"name":"ENGLISH","volume":"8 1","pages":"25-34"},"PeriodicalIF":0.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42237119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.34293/english.v8i4.3327
Gabriel Karthick K
The article examines the psychic trauma of youngsters during the crucial stage of their life. It gives a deep insight into the practical issues faced by youngsters, as explained by R.K. Narayan in his novel. It describes the complex transition of an adolescent mind into adulthood. The themes of the novel The World of Nagaraj are closely attached to real-life experiences of youngsters and also engross the psychology of young minds. The main objective is to analyze the common psychic issues of youngsters in the Indian context.
{"title":"Psychic Trauma of Youngsters in R.K. Narayan’s The World of Nagaraj","authors":"Gabriel Karthick K","doi":"10.34293/english.v8i4.3327","DOIUrl":"https://doi.org/10.34293/english.v8i4.3327","url":null,"abstract":"The article examines the psychic trauma of youngsters during the crucial stage of their life. It gives a deep insight into the practical issues faced by youngsters, as explained by R.K. Narayan in his novel. It describes the complex transition of an adolescent mind into adulthood. The themes of the novel The World of Nagaraj are closely attached to real-life experiences of youngsters and also engross the psychology of young minds. The main objective is to analyze the common psychic issues of youngsters in the Indian context.","PeriodicalId":42863,"journal":{"name":"ENGLISH","volume":"8 1","pages":"49-51"},"PeriodicalIF":0.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42400202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.34293/english.v8i4.3320
U. Thulasivanthana
Most English language learners in SVIAS consider learning English as a complex, tiresome, and uninteresting endeavor. They face unprecedented trials and tribulations in learning English as an additional language. Therefore, finding ways to stimulate learner involvement and motivation has become important for English language teachers. Current teaching methods, materials, and resources seem inadequate to fulfill the students’ attitudes, skills, interests, and needs. This experimental study examines whether integrating visual arts activities contributes to positive results for the students who would like to improve their English language skills. In addition to the experimental study, classroom observations were conducted. Arts can make learning exciting, unforgettable, and interesting. The advantages of incorporating arts in education have been extensively delineated in recent studies. Using arts in English language teaching helps to make learning exciting and unforgettable, decrease language learning anxiety, improve classroom atmosphere, increase memory and motivation, and build rapport with learners. This study aims to show the impacts of using contents visual arts in the English language classroom. The findings can assist English language teachers in promoting the use of contents related to visual arts in English class to cater to a range of preferences, strengths, and learning styles.
{"title":"Incorporating Visual Arts into English Language Teaching","authors":"U. Thulasivanthana","doi":"10.34293/english.v8i4.3320","DOIUrl":"https://doi.org/10.34293/english.v8i4.3320","url":null,"abstract":"Most English language learners in SVIAS consider learning English as a complex, tiresome, and uninteresting endeavor. They face unprecedented trials and tribulations in learning English as an additional language. Therefore, finding ways to stimulate learner involvement and motivation has become important for English language teachers. Current teaching methods, materials, and resources seem inadequate to fulfill the students’ attitudes, skills, interests, and needs. This experimental study examines whether integrating visual arts activities contributes to positive results for the students who would like to improve their English language skills. In addition to the experimental study, classroom observations were conducted. Arts can make learning exciting, unforgettable, and interesting. The advantages of incorporating arts in education have been extensively delineated in recent studies. Using arts in English language teaching helps to make learning exciting and unforgettable, decrease language learning anxiety, improve classroom atmosphere, increase memory and motivation, and build rapport with learners. This study aims to show the impacts of using contents visual arts in the English language classroom. The findings can assist English language teachers in promoting the use of contents related to visual arts in English class to cater to a range of preferences, strengths, and learning styles.","PeriodicalId":42863,"journal":{"name":"ENGLISH","volume":"8 1","pages":"52-56"},"PeriodicalIF":0.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48408190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.34293/english.v8i4.3368
Uttam Balu Koli
The meaning of the words ‘world’, ‘good,’ and ‘misfortune’ has been given. The hypothesis, objectives and the sources of data collection have been mentioned. The present research on the select theme of ‘All world is good?’ is a justification study from the perspectives of misfortunes met by characters in the select novels of Candide and The Grapes of Wrath written by Voltaire and John Steinbeck respectively. It has been concluded with the view that the world seems to be not good for those who meet many misfortunes.
{"title":"All World is Good?","authors":"Uttam Balu Koli","doi":"10.34293/english.v8i4.3368","DOIUrl":"https://doi.org/10.34293/english.v8i4.3368","url":null,"abstract":"The meaning of the words ‘world’, ‘good,’ and ‘misfortune’ has been given. The hypothesis, objectives and the sources of data collection have been mentioned. The present research on the select theme of ‘All world is good?’ is a justification study from the perspectives of misfortunes met by characters in the select novels of Candide and The Grapes of Wrath written by Voltaire and John Steinbeck respectively. It has been concluded with the view that the world seems to be not good for those who meet many misfortunes.","PeriodicalId":42863,"journal":{"name":"ENGLISH","volume":"8 1","pages":"57-63"},"PeriodicalIF":0.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42539688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.34293/english.v8i4.3390
Afroza Aziz Suchana
The study aims at examining the representation of women in the English Language textbooks of Bangladesh for primary school learners. Existing research studies find the unfair manifestation of women both in occupational and domestic activities. However, the existing investigations indicate the necessity of further studies in this area. Therefore, the study explores whether women are projected appropriately in textbooks for young learners. With reference to critical theory, the analysis of data reveals that women are devalued in their unpaid domestic jobs. In addition, they are shown occupied in the less challenging occupations while men are shown in an extensive range of professions. The study also notices that whereas in contemporary Bangladesh, women are engaged in diversified professions, their contribution to society is often disregarded in the textbooks. Such a biased representation of women may affect the young learners adversely. Therefore, the study states the inevitability of raising consciousness among the textbook authors and suggests ensuring the appropriate projection of women in the textbooks.
{"title":"Representation of Women in Occupational and Domestic Roles in EfT Textbooks","authors":"Afroza Aziz Suchana","doi":"10.34293/english.v8i4.3390","DOIUrl":"https://doi.org/10.34293/english.v8i4.3390","url":null,"abstract":"The study aims at examining the representation of women in the English Language textbooks of Bangladesh for primary school learners. Existing research studies find the unfair manifestation of women both in occupational and domestic activities. However, the existing investigations indicate the necessity of further studies in this area. Therefore, the study explores whether women are projected appropriately in textbooks for young learners. With reference to critical theory, the analysis of data reveals that women are devalued in their unpaid domestic jobs. In addition, they are shown occupied in the less challenging occupations while men are shown in an extensive range of professions. The study also notices that whereas in contemporary Bangladesh, women are engaged in diversified professions, their contribution to society is often disregarded in the textbooks. Such a biased representation of women may affect the young learners adversely. Therefore, the study states the inevitability of raising consciousness among the textbook authors and suggests ensuring the appropriate projection of women in the textbooks.","PeriodicalId":42863,"journal":{"name":"ENGLISH","volume":"8 1","pages":"43-48"},"PeriodicalIF":0.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41343739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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