The importance of gender equality within learner content

Richard Cleeve
A diverse group of people standing together in a group

Gender equality in the publishing industry

The impact of any learning material goes far beyond its subject matter and pedagogical objectives. Everything included, from the choice of language, to the imagery, to the text and front covers, has the potential to reinforce stereotypes unintentionally. This can shape a learner’s sense of self and others around them and affect how they feel and behave in a social setting.

A wealth of evidence suggests that early gender bias influences future inequality. It can affect career aspirations, influence the choice of school subjects and ultimately contribute to gender disparity as children grow into adults.?This is a challenge for all sectors and industries across society. Guidelines have been developed for 蜜桃app to ensure that our materials are gender equal and showcase positive female role models.

The guidelines are broken down into three different areas surrounding gender equality:

1. The representation of people and characters in content

The guidelines help to ensure that women are represented equally to men in our learning and teaching materials. This includes ensuring that women's representation does not reinforce negative stereotypes. For example, content that shows women as single parents can also present them as single parents and workers. The idea is to .

Another common example is with regards to science materials.

Often, when students are asked to describe a famous scientist, they describe a character similar to Albert Einstein with white hair and a white coat. Female scientists are often overlooked in this respect, and historically, they have not been given as much attention as their male counterparts.

This type of unconscious bias is something the guidelines aim to help change. Our goal is to represent both women and men from various backgrounds across all subjects. For example, some content shows women in traditionally male roles, such as pilots, engineers and soldiers. The objective is to highlight that .

Another issue is the objectification of women. Often, women are presented as not having agency or purpose, and too much focus is placed on their appearance, rather than their intentions, behavior and aspirations. The new guidelines set out to change this.

2. The use of language

Our language is gendered and therefore steeped in stereotyping. We aim to promote the use of terminology that is non-gendered. For example, using ‘police officer’, ‘firefighter’ and ‘maintenance worker’ instead of ‘policeman’, ‘fireman’ and ‘handyman’. Although this is a small change, it contributes to removing the unconscious bias surrounding jobs and professions.

Adjectives can also play a role in perpetuating gender inequality. We often associate particular adjectives with genders. For example, words like ‘hysterical’, ‘shrill’, or ‘frumpy’ are typically used for women. Whereas men can be described as ‘assertive’, women are more likely to be seen as ‘bossy’.

Furthermore, parallel language is something that needs to be looked at. Words like ‘girls and boys’ can be replaced with ‘students’. In this way, the guidelines are here to ensure that there is no gendering within materials. This will influence gender equality among our users.

3. Referencing third-party content

Another key issue involved in the material is the referencing of third-party content. For example, stories based on classic fairy tales are often used to represent certain points, and these typically show the strong male hero saving the weak female damsel in distress.

Although these are stories that our society has grown up with, they could be more helpful in offering a gender-balanced view of society. 蜜桃app’s guidelines are in place to ensure that students see women and men as equals throughout the materials.

What can teachers do to help in the classroom?

To help fight against gender inequality, teachers can think about incorporating more female stories and role models into their lessons. For example, rather than simply focusing on Issac Newton or Albert Einstein in science class.

At a management level, schools can be more aware of what materials they are choosing to bring in, assessing whether the content is balanced, before accepting it. These simple actions can help our learners grow up with a more balanced view of gender.

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  • English is the language of AI - why teaching it matters

    提交者 Sam Colley
    Reading time: 3 minutes

    In the rapidly evolving age of artificial intelligence (AI), language plays a critical role in shaping the future of technology. English, in particular, has emerged as the dominant language in the AI domain, driving innovations, collaboration and accessibility. As we delve deeper into the digital age, the importance of teaching English becomes increasingly evident. Here are some key points that underscore why English is essential in the realm of AI and why its teaching matters.

    Global collaboration and research

    AI is a field that thrives on collaboration and the sharing of knowledge. Researchers, developers and engineers worldwide contribute to the collective advancement of AI technologies. English is the common linguistic thread that binds this global community together, enabling seamless communication and collaboration among these diverse professionals.

    By teaching English, we empower individuals from various linguistic backgrounds to participate in global research projects, attend international conferences and publish their findings in widely accessible journals. This global exchange of ideas not only accelerates the pace of AI innovation but ensures that advancements are inclusive and representative of a wide array of perspectives.

    Access to educational resources and technical documentation

    Many AI research papers, educational materials, textbooks, online courses and technical documents are published in English. Leading AI platforms, libraries and frameworks, offer extensive documentation and support primarily in English.

    By equipping individuals with English language skills, we empower them to access these invaluable resources. This democratizes the learning process, allowing aspiring AI practitioners from non-English-speaking regions to acquire the knowledge and tools needed to contribute effectively to the field.

    Enhancing communication and language learning with AI systems

    As AI systems become more integrated into our daily lives, the ability to communicate effectively with these systems is paramount. Many AI-driven applications, from virtual assistants like Siri and Alexa to customer service chatbots, operate predominantly in English. Teaching English ensures that users can interact seamlessly with these technologies, maximizing their utility and enhancing user experience.

    Moreover, as continues to advance, proficiency in English allows individuals to better understand and contribute to the development of more sophisticated and intuitive AI communication interfaces.
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  • A group of friends sat outside smiling and talking

    Lesser-known differences between British and American English

    提交者 Heath Pulliam
    Reading time: 5 minutes

    Heath Pulliam is an independent education writer with a focus on the language learning space. He’s taught English in South Korea and various subjects in the United States to a variety of ages. He’s also a language learning enthusiast and studies Spanish in his free time.

    British and American English are two well-known varieties of the English language. While the accent is often the first difference people notice, there are also subtle distinctions in vocabulary, grammar and even style. Many know about how Brits say boot and lift, while Americans would say trunk and elevator, but what about a few lesser-known differences?

    Here, we take a look at a few of the more obscure differences between British English (BrE) and American English (AmE).

    Note: British English is underlined and American English is?italicized.

    1.?Footballer?and?football player

    Along with the well-known difference of how in the U.S., football refers to American football, while football in Britain is what Americans like me call soccer, Americans also use player after the sport to denote someone who plays the sport. In British English, the sport with an added -er suffix is more common, like footballer and cricketer, not football player or cricket player.

    This is not universal, though. For some sports, the -er suffix is used in both dialects. Both Brits and Americans use the term golfer, not golf player. There are also sports where the -er suffix is never used, like for tennis, cycling and gymnastics. Nobody says tenniser, tennis player is used instead.

    People who cycle are cyclists and people who do gymnastics are gymnasts. Sometimes, badminton players are even called badmintonists. Overall, there aren’t really any concrete rules for what to call each player of a sport. Each sport has its own way of calling someone who participates in that sport.

    2.?I 肠辞耻濒诲苍’迟 care less?and?I could care less

    The American version (I could care less) means the same thing. Although technically incorrect, it is still widely used in North America as an idiom and will be interpreted as not caring at all about something. Although popular, both variations can be heard in North America. Regardless, miscommunications do happen surrounding this phrase.

    “I could care less about who Harry Styles is dating right now.”

    “Oh, I didn’t know you were interested in tabloid news.”

    “I’m not! I just said I didn’t care about it.”

    “No, you said that you could care less, meaning that it is possible for you to care less about who he’s dating.”

    “Ugh! What I mean is that I 肠辞耻濒诲苍’迟 care less. Happy?”

    3. American simplification

    Both British and American dialects are filled with many minuscule differences in spelling and phrasing. For example, the words plough (BrE) and plow (AmE) mean the same thing, but are spelled differently.

    When two words differ, American English generally favors the simpler, more phonetic spelling. Hey, there’s another one! Favour (BrE) and favor (AmE). It’s apparent in pairs like analyse (BrE) and analyze (AmE), and neighbour (BrE) and neighbor (AmE).

    Many of these small spelling differences can be attributed to Noah Webster, author of Webster’s Dictionary, who sought to distinguish American from British English by simplifying many of the words.

    Some of his simplifications to American English are swapping the s for z, (specialised to specialized), dropping the u in words ending in our, (colour to color), and changing words ending in -tre to -ter (theatre to theater).

    4. Courgette and zucchini

    The history of this vegetable, whatever you may call it, tells us why zucchini is used in American English and courgette is used in British English. If you’ve studied languages, you can probably guess what country each name originated from. England was introduced to this cylinder-shaped vegetable in the 19th century by its French neighbors, while Americans were introduced to it in the early 20th century by the large influx of Italian immigrants.

    The word zucchini is something of a mistranslation from Italian, however. What Americans use (zucchini) is the plural masculine form of the proper Italian word, (zucchino).

    5.?Anticlockwise?and counterclockwise

    These terms mean the same thing, the rotation against the way a clock runs. In British English, this movement would be called anticlockwise, and in the U.S., they use counterclockwise.?The prefixes?anti- and?counter- mean similar things.?Anti- means against, and?counter- means contrary or opposite to.

    You should use antibacterial soap in order to stop the spread of germs.?Buying cheap clothes that only last you a few months is counterproductive in the long term.

    Can you guess how they described this movement before the invention of clocks with hands and circular faces? English speakers this long ago used sunwise. This direction at the time was considered auspicious and the opposite of the other direction.

    6.?Have?and take

    Have and take are used often before nouns like shower, break, bath, rest and nap.?In the U.S., people?take?showers and?take?naps, while in the U.K., people?have?showers and?have?naps. Another example of this is how Americans?take?a swim and Brits?have?a swim. These are called delexical verbs and we use them all the time in English, both British and American.

    Although often different, both groups of English speakers have arguments, make decisions and take breaks.

    7.?Quite

    This word is spelled the same in both American and British English, but means something different. In the U.S.,?quite?is typically used as an intensifier, like the word?very.?In the U.K., it’s normally used as a mitigator, like the word?somewhat.

    It can also mean completely if it modifies certain adjectives. (e.g., It’s quite impossible to learn a language in one month.)

    American English: That Mexican food we had yesterday was quite spicy.

    Translation: That Mexican food we had yesterday was very spicy.

    In British English, quite means something more on the lines of kind of, or a bit.

    British English: Thank you for the meal, it was quite good.

    Translation: Thank you for the meal, it was somewhat good.

    8. Clothing differences

    The category of clothes is one of the richest, with differences between the two English variants.?How about those pants that people used to only wear at the gym and around the house, but now wear them everywhere?

    Brits call them?tracksuit bottoms?and Americans call them?sweatpants. What about a lightweight jacket that protects from wind and rain??Brits might call this an?anorak?(derived from the Greenlandic word), but Americans would call it a?windbreaker. Both variants also use?raincoat?for this article of clothing.

    9.?Torch?and?flashlight

    As an American, I’ve been confused before when coming across the word torch while reading the work of an English author.

    To Americans, a torch is a piece of wood with the end lit on fire for light.?What Brits are referring to when they use the word?torch?is a?flashlight (AmE), a small, battery-run electric lamp.

    10.?狈别别诲苍’迟 and don’t need to

    Ah, the English contraction. Many English learners don’t particularly love learning these, but they are an essential and everyday part of the language. 狈别别诲苍’迟, however, is one that I don’t think I’ve ever heard another American say.

    In the U.K., this contraction is fairly common. 狈别别诲苍’迟, when separated, becomes need not.

    British English: “You needn’t come until Tuesday night.”

    Americans would say the relatively simpler don’t need to.

    American English: “You don’t need to come until Tuesday night.”

    Don’t be fooled into thinking British English has necessarily more difficult contractions than the U.S., though. Just come to the American South and prepare to hear famous (or infamous) contractions like y’all (you all) and ain’t (am not, is not, are not)!

    Conclusion

    There are hundreds of differences between British and American dialects, we’re only scratching the surface here.?Some of these make more sense than others, but luckily, both Brits and Americans can usually understand the meaning of any English word through context.

    Some people would even say that Brits speak English while Americans speak American.?Although each dialect from across the pond seems very different, they have far more similarities than differences.

  • Three business people stood together in a corridor smiling at eaching and talking

    What level of English do my employees need?

    提交者 Samantha Ball
    Reading time: 3 minutes

    Whether you're hiring new talent or upskilling your current team, understanding the level of English proficiency required for specific roles is crucial. In today's global business environment, effective communication is key to success, and that's where the Global Scale of English (GSE) comes into play.