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More than Migrants? Representations of Wo/Men of Colour in Dutch Language Textbooks

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Title: More than Migrants? Representations of Wo/Men of Colour in Dutch Language Textbooks
Language: English
Authors: Dietha Koster (ORCID 0000-0003-1596-8818), Zahroh Nuriah, Anna Pot (ORCID 0000-0002-6558-8859), Christine Sas, Twan Zegers
Source: Language Teaching Research. 2026 30(5):2923-2944.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Textbook Content, Second Language Learning, Indo European Languages, Disproportionate Representation, Minority Groups, Immigrants, Social Bias, Diversity, Ethnicity, Whites, Sex, Pictorial Stimuli, Social Status
Geographic Terms: Netherlands
DOI: 10.1177/13621688231198420
ISSN: 1362-1688
1477-0954
Abstract: Textbooks constitute important learning tools in foreign language education and should depict ethnic and gender diversity. This article responds to calls for intersectional textbook research and addresses the following question: How diverse are representations of wo/men of colour in comparison with white wo/men in sparsely researched Dutch language textbooks? We performed content analysis of six frequently used textbooks for learning Dutch, examining pictures, texts and (audio-recorded) dialogues. Results show an underrepresentation of People of Colour (PoC) in comparison with demographic statistics. In contrast with white wo/men, PoC are featured in a limited range of low-status roles (e.g. migrant), except for in one textbook. Countries and cities are Eurocentric and Netherlands-centric, there is little variety in terms of accented speech in dialogues, and non-native speakers utter sentences that frame them as dependent. These findings build on the body of (Anglocentric) textbook research from a cultural studies' perspective, help determine the degree to which educational materials meet diversity demands in language education policies, and what alternative 'realities' could arise.
Abstractor: As Provided
Notes: https://www.iris-database.org/details/PBHHr-LUDIe
Entry Date: 2026
Accession Number: EJ1508456
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Dietha+Koster%22">Dietha Koster</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1596-8818">0000-0003-1596-8818</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zahroh+Nuriah%22">Zahroh Nuriah</searchLink><br /><searchLink fieldCode="AR" term="%22Anna+Pot%22">Anna Pot</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6558-8859">0000-0002-6558-8859</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christine+Sas%22">Christine Sas</searchLink><br /><searchLink fieldCode="AR" term="%22Twan+Zegers%22">Twan Zegers</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(5):2923-2944.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
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  Data: 10.1177/13621688231198420
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  Data: 1362-1688<br />1477-0954
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  Data: Textbooks constitute important learning tools in foreign language education and should depict ethnic and gender diversity. This article responds to calls for intersectional textbook research and addresses the following question: How diverse are representations of wo/men of colour in comparison with white wo/men in sparsely researched Dutch language textbooks? We performed content analysis of six frequently used textbooks for learning Dutch, examining pictures, texts and (audio-recorded) dialogues. Results show an underrepresentation of People of Colour (PoC) in comparison with demographic statistics. In contrast with white wo/men, PoC are featured in a limited range of low-status roles (e.g. migrant), except for in one textbook. Countries and cities are Eurocentric and Netherlands-centric, there is little variety in terms of accented speech in dialogues, and non-native speakers utter sentences that frame them as dependent. These findings build on the body of (Anglocentric) textbook research from a cultural studies' perspective, help determine the degree to which educational materials meet diversity demands in language education policies, and what alternative 'realities' could arise.
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  Data: 2026
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        Value: 10.1177/13621688231198420
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Textbook Content
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Indo European Languages
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      – SubjectFull: Netherlands
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      – TitleFull: More than Migrants? Representations of Wo/Men of Colour in Dutch Language Textbooks
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