A Critical Discourse Analysis of Gender Representation in Libyan EFL Textbooks

Abstract

EFL textbooks have a significant role in language acquisition because they not only teach students about linguistic capacities but also influence cultural values and social norms on them. EFL textbooks are used on all school levels in Libya, and they have a profound impact on students' gender and social roles perceptions. The study uses Norman Fairclough's threedimensional model of Critical Discourse Analysis (CDA) and Kress & van Leeuwen’s multimodal analysis to examine the representation of gender on certain pages of the English for Libya: Preparatory One and Two textbooks. The study uses a mixed method of quantitative and qualitative. By taking into account linguistic structures (textual level) as well as social and discursive contexts, the study reveals how photographs and language in course materials contribute to reinforcing traditional gender stereotypes. The study concludes that textual analysis of the textbook reveals patterns of lexical asymmetry, speech distribution, and role allocation in Libyan EFL learning, with male characters usually projected as professionally ambitious and professionally oriented, and female characters in home or supportive roles. Multimodal elements reinforce these ideologies, reinforcing patriarchal assumptions and building learners' gendered identities. The study requires critical textbook revision and gender-sensitive pedagogical practices to rectify inequality in Libyan EFL instruction.