Gender representations in the efl course book; Yes You Can A2.1

School textbooks transmit not only an understanding of history and a world view but also models of social behaviors, norms and values (Brugeilles and Cromer, 2009). These models of behaviors, norms and values of the society not only direct students' attitudes towards their own gendered adult role but also their present and future relationships with the opposite gender. The first course book analyses in terms of gender representations and women's presence dates back to the 70s and the 80s (e.g. Hartman, Judd 1978; Porreca 1984; Schmitz 1975, 1984; Stern 1976) showing that in most of the course books analyzed, men have been overemphasized while women have been neglected. Despite the fact that studies on course book analyses on gender have multiplied noting some desirable results within decades, there still seems to be a need for a more detailed and methodological study on the gender representations in English course books for Turkish learners of English. This study is a detailed gender analysis of the EFL course book "Yes You Can A2.1", designed and published by The Ministry of National Education in Turkey. The analysis of gender representations has been based on the data collection framework introduced by Brugeilles and Cromer (2009). The focus is on how gender is represented in addition to gender bias, stereotyping or imbalance. Quantitative data was collected through five sections: the general frame of the course book, the cover, typology of the characters, texts and illustrations. Each of the characters in the course book was examined in different databases in terms of social representations of male and female characteristics. The results have put forward that females have been underrepresented in many categories like occupational, educational and social actions.