Conversation Analysis with Reference to Gender and Power Relations

Instructional textbooks are still of prevailing importance as the school’s basic framework oflearning and as the emblematic reflection of their societies’ values and cultures. Likewise, they tendunwittingly to embody a substratum of patriarchal agendas that are discriminatory against females. Byreviewing previous research studies that examined textbooks’ discourses and by looking at genderprejudice in the Algerian society, this research paper examines gender and power relations manifestedthrough conversations in one of the Algerian EFL textbooks. The results revealed that males spokemore then females did, and they controlled the conversations. Hence, the researcher assumes that thetarget textbook discursively transmits relations of asymmetry and dominance in favor of males.