Gender Representation in Moroccan EFL Textbooks’ Conversations: A Quantitative and Qualitative Content Analysis

By employing two analytical methods, this study investigates gender representation in the conversations of an EFL textbook currently used Moroccan secondary schools. First, a quantitative content analysis studies following four criteria: (1) dialogue initiation, (2) turn-taking, (3) number words used, and (4) participants. Second, qualitative all is carried out by examining males’ females’ topics talks, their active/passive roles, high/low status, differences language use. Although results indicated minor numeric difference favouring males, proved obvious stereotypical depiction female participants conversations' connecting them with household chores' issues assigning traditional roles. Furthermore, use were discovered, which confirms prominent figures area, such as Lakoff (1975), Spender (1980), Tannen (1991). The paper ends conclusion some recommendations aiming at supporting textbooks free sexist attitudes.