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<p>Gender, as a socially constructed variable, seems to spread in to every corner of the language classroom including the syllabus. Studies show that most of textbooks are biased in a way that they present stereotypical female images. A gap in literature is disfavoring women by under-representing or linguistically marginalizing females. In the light of this gap, this study has an analytic quantitative comparison of discursive features of conversations in Interchange series (as authentic textbook series) with a nationally produced centralized syllabus for a semi-state control language education in the Iranian context. Results showed an encouraging level of gender<em> </em>fairness in each series and comparing to each other. The EFL teachers’ perception about gender representation in the textbooks has been studied in the form of correlational KAP (i.e. knowledge, attitude, practice) survey and the result showed that female teachers scored better in knowledge items and that teachers’ overall practice in the classroom is correlated to their attitude more than their knowledge. Implications of the study are discussed.</p

Adopted vs. Adapted EFL Textbooks in Iranian Context: Focusing on Gender Representation and Teacher Beliefs