Gender Representation in Foreign Language Textbooks: Trends, Gaps, and Implications for Multilingual Teaching

Abstract

This study offers a bibliometric analysis of research on gender representation in foreign language textbooks from 2000 to 2024, with a focus on its implications for multilingual teaching. Drawing on 713 articles indexed in Scopus and analyzed using VOSviewer and Bibliometrix, the results reveal significant growth in scholarly output, especially in developed countries such as the United States, Hong Kong, the United Kingdom, and Germany. The field remains dominated by traditional themes of gender bias and stereotypes, while emerging issues like intersectionality and gender-neutral language receive less attention. Notable geographic and thematic gaps persist, with minimal research originating from Africa, Latin America, and parts of Asia. These findings highlight the importance of inclusive, context-sensitive research and greater international collaboration to address global disparities. The study underscores the need for curriculum developers and policymakers to prioritize gender-equitable and culturally relevant textbooks, particularly in multilingual educational settings. Future research should explore intersectional identities and apply diverse methodologies to advance gender equity in educational materials worldwide.

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