| dc.description.abstract | This literature review aims to give the reader information about how fiction can be used to raise gender awareness in the EFL (English as a Foreign Language) classroom. Gender roles can be found throughout history, and some of them are heavily portrayed in gender stereotypical fiction. When fiction is later used in a didactic setting, it can affect how language is processed and categorized, which in turn can change social gender norms. The challenges of raising gender awareness in a language classroom are brought to light in the
following studies through feminist approaches and critical literacy, as well as masculine, feminine and queer perspectives.
Many of the studies show that male students tend to show reluctance towards gender awareness, while female students tend to read fiction in a different manner than the male students. Other studies show that many factors are relevant when planning how gender awareness can be raised effectively. These findings are put into a more holistic perspective in the discussion. Finally, this literature review tries to point toward future research areas, such
as the need for genderqueer perspectives, or how we can further improve our understanding of the connection between gender issues, the EFL classroom and fiction. | sv |
