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

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.