Analyzing Coursebooks- Bruna de Lima

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UNIVERSIDADE VEIGA DE ALMEIDA 
Letras Português – Inglês EAD 
 
 
 
Aluna: Bruna de Lima Pereira 
Matrícula: 1230104354 
 
Disciplina: Métodos e Abordagem do Ensino de Língua 
Inglesa 
 
Analyzing Coursebooks 
 
 
 
 
 
Rio de Janeiro/RJ 
 2024 
 
 
 
1. Introduction 
Textbooks play a crucial role in English as a Foreign Language (EFL) education. 
They provide a systematic sequence of content and abilities to be learnt, acting as a 
framework for the curriculum as it is primarily via them that teachers arrange their 
courses and students acquire the target language. EFL textbooks are specifically 
designed to meet the needs of students who are learning English as an additional 
language. They present the language in a structured and contextualized way, making 
it easier for students to understand. Language is the means through which knowledge 
is organized and disseminated in a social and cultural setting, according to the PCN+ 
(2006). This enables students to critically integrate into society and make individual 
decisions within the range of cultural options. 
 
[...] It has become increasingly important that English as a foreign language be taught with 
accompanying communication skills, including critical thinking, intercultural knowledge and 
understanding, as well as a heightened sense of cultural awareness. (REIMANN, 2009, p. 85). 
 
2. Aim of the study 
The purpose of this study is to examine the first unit of the PNLD 2024-approved 
textbook "Se Liga na Língua Inglesa - New Beyond Words," which is taught in Brazilian 
primary schools' sixth grade. The unit was examined with an eye toward fostering 
critical thinking, ensuring that gender and race were equally represented, and raising 
understanding of cultural diversity. Pronouns, names, visuals, and the suggested 
activities are the main subjects of this examination. 
 
3. Method 
Both qualitative and quantitative methods are applied in this investigation. The 
frequency of white and non-white representation, as well as counts of female and male 
names, pronouns, and figures, were analyzed. Furthermore, assessments related to 
cultural diversity and critical thinking were conducted on the activities. 
 
4. Findings 
Table 1 below displays the study of the names and pronouns attributed to men 
and women in this unit: 
Table 1. Frequency of Names and Pronouns Assigned to Women and Men in Unit 1 of the Se Liga na 
Língua Inglesa – New Beyond Words textbook 
 
 
Book Unit Sex Names Pronouns 
Se Liga na 
Língua Inglesa – New 
Beyond Words 
 
Unit 
1 
 
Female 
 
15 (55,55%) 
 
7 (70%) 
 
Male 
 
12 (44,44%) 
 
6 (60%) 
 
Source: Elaborated by the author 
 
 
Table 1 indicates that in Unit 1, the percentages of men's names and pronouns 
are 44.44% and 60%, respectively, but the percentages for women's names and 
pronouns are 55.55% and 70%. 
In this unit, both men and women have a different distribution in terms of 
percentages of names and pronouns. While men have percentages of 44.44% for 
names and 60% for pronouns, women have higher percentages, with 55.55% for 
names and 70% for pronouns. This suggests that, in this unit, women are mentioned 
and referred to slightly more frequently than men. In order to teach the verb to be, it is 
interesting that the pronouns she and he were used in a balanced way, while 
highlighting the importance of gender equality in the use of language. This not only 
reinforces the grammatical concept of the verb "to be" but also promotes an inclusive 
and equitable approach to language teaching. 
The frequency with which men, women, white people, and non-white people are 
represented in Unit 1 was also looked at, and the results are shown in Table 2 below: 
 
 
 
 
 
 
 
Table 2. Frequency of Gender and Ethnicity Representation in Unit 1 of the Se Liga na Lingua Inglesa – 
New Beyond Words 
 
 
Book Unit Sex White Non - white 
Se Liga na 
Língua Inglesa – New 
Beyond Words 
 
Unit 1 
 
Female 
 
3 (23,07%) 
 
9 (81%) 
 
Male 
 
8 (61,53%) 
 
2 (18%) 
 
Both 
 
13 (54,16%) 
 
11 (45,83%) 
 
Source: Elaborated by the author 
 
 
Table 2 illustrates how much less representation white women have (23.07%) 
compared to white men (61.53%). The representational gap between men and women 
of color (18%) and women of color (81%) is marginally greater than one might 
anticipate given an equitable distribution. White people are portrayed 54.16% of the 
time when looking at both men and women, compared to 45.83% for non-white people. 
This indicates that non-white women are portrayed more frequently than white women 
and men. 
It is important to confirm that a range of expressions and experiences 
particularly with regard to identity, are represented by examining the activities pertinent 
to cultural diversity. The unit prioritizes reflection on different ways of expressing 
personal and social identity, including interaction with other cultures, and 
understanding the diversity present in a school context. In addition, the unit promotes 
reflection on national and cultural identity, considering the relationships between 
different cultures and languages, such as Portuguese and English, and encouraging 
students to reflect on their own identities in a broader context. A specific exercise from 
Unit 1 that showcases cultural diversity is the written and oral personal presentation 
activity. In this exercise, students are encouraged to reflect on their own identity and 
share information about themselves, such as their names, backgrounds, tastes, and 
habits. This activity promotes the appreciation of the diversity present in the classroom, 
allowing students to express their uniqueness and get to know their peers better, 
contributing to the construction of an inclusive and respectful environment. 
 
5. Conclusion 
The analysis of the first unit of the textbook " Se Liga na Língua Inglesa – New 
Beyond Words" reveals significant aspects related to the representation of gender, 
ethnicity, and cultural diversity. The results show a positive trend in terms of gender 
equity, with a slightly higher frequency of female names and pronouns compared to 
male ones, promoting an inclusive approach to language teaching. However, there is 
a disparity in ethnic representation, with white women being underrepresented relative 
to white men, while women of color are more represented. This suggests the need for 
a deeper reflection on ethnic representations in didactic material. In addition, the unit 
effectively addresses cultural diversity, encouraging students to reflect on their own 
identities and to value each other's uniqueness. The personal presentation activity 
highlights the importance of creating an inclusive and respectful school environment, 
where differences are celebrated and recognized as a richness for learning. Thus, this 
study highlights the importance of considering aspects such as gender equality, ethnic 
representation, and cultural diversity in the development and selection of teaching 
materials, aiming to promote a more equitable and inclusive education for all students. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
References: 
 
Connects in the language - English - 6th grade. calameo.com. Available at: 
. Accessed on: 6 Apr. 2024. 
 
REIMANN, Andrew. A Critical Analysis of Cultural Content in EFL Materials. 
[s.l.: s.n., n.d.]. Available at: . 
 
BRASIL, Orientações Educacionais Complementares aos Parâmetros 
Curriculares Nacionais (PCN+). Linguagens, Códigos e suas tecnologias. 
Brasília: MEC, 2006. Available on: 
http://portal.mec.gov.br/seb/arquivos/pdf/linguagens02.pdf. Access on: 7 Apr. 2024.