Use of gender-exclusive language in secondary school English textbooks in Kenya: the case of new integrated English student’s book 3

dc.contributor.author	Mose, Norah N.
dc.date.accessioned	2021-08-05T07:16:51Z
dc.date.available	2021-08-05T07:16:51Z
dc.date.issued	2013
dc.identifier.citation	Research on Humanities and Social Sciences, Vol.3, No.19	en_US
dc.identifier.issn	2222-1719
dc.identifier.issn	2222-2863
dc.identifier.uri	https://core.ac.uk/download/pdf/234673701.pdf
dc.identifier.uri	http://repository.seku.ac.ke/handle/123456789/6322
dc.description.abstract	This paper focuses on the use of the pronoun “he” and nouns containing “man” which are generically used to mean people but intentionally or unintentionally they exclude the female gender. The paper confines itself to one of the English course books used in Kenyan secondary schools, New Integrated English Student’s Book 3. Examples of gender-exclusive language used in the book are extracted and suggestions of using gender inclusive language are given. The study hopes to help in shaping the attitudes of learners in such a way that both genders will feel morally and socially included in the socio-economic developments of the society.	en_US
dc.language.iso	en	en_US
dc.subject	Gender	en_US
dc.subject	sex	en_US
dc.subject	gender-exclusive	en_US
dc.subject	gender-inclusive	en_US
dc.subject	language	en_US
dc.title	Use of gender-exclusive language in secondary school English textbooks in Kenya: the case of new integrated English student’s book 3	en_US
dc.type	Article	en_US