(The beginnings of one….)
I. Title. Unintentional Propaganda as Sexism: How Embedded is Prejudice within English Grammar?
II. Abstract. The subject of this paper begins to analyze unintentional propaganda that occurs in small groups, the propaganda that is inherent in the grammar and language that perpetuates sexism. For purposes of this study, the language in question is the English language.
III. Introduction. Sometimes sexism is “subtle,” sometimes it is overt, and sometimes it is “invisible.”
IV. Methods. First the language and grammar would need to be defined to explain the frame of reference and to exclude any other language from this study. Sexism would need to be specifically defined to avoid any misunderstanding. Additionally, within this study, unintentional and intentional propaganda would need to be defined in context.
V. Budget. Depending on the needs of the study, budget may be minimal with the use of West GA students and West GA facilities.
Prodromou, L. (1992). What culture? Which culture? Cross-cultural factors in language learning. ELT journal, 46(1), 39-50.
Osborne, M. J. (2004). An introduction to game theory (Vol. 3, No. 3). New York: Oxford University Press.
Holmes, J., & Meyerhoff, M. (Eds.). (2008). The handbook of language and gender (Vol. 25). Wiley.com.
Simpson, P. (2003). Language, ideology and point of view. Routledge.
Gastil, J. (1990). Generic pronouns and sexist language: The oxymoronic character of masculine generics. Sex roles, 23(11-12), 629-643.
Piercey, M. (2009). Sexism in the English language. TESL Canada Journal, 17(2),
Chew, P. K., & Kelley-Chew, L. K. (2007). Subtly sexist language. Colum. J. Gender & L., 16, 643. (From: http://extra.shu.ac.uk/daol/articles/closed/2003/001/mills2003001-paper.html)