Most of the research on sex differences in teaching materials have focused on sex role stereotypes in textbooks. However, it is necessary to examine not only textbooks but also TV materials. This paper reports the results of a language analysis of
NHK
Television
School
Educational Broadcasting Programs. Particular attention was paid to usage of language which may mark sex differences and could represent a "hidden curriculum". First, 1st-grade programs for arithmetic, science and moral education televised from January to March, 1991, are analyzed using R. F. Bales' interaction process analysis framework. Second, the characters' language is analyzed. The language analysis focuses on particles and intonations at the end of the sentences. Third, as a comparison with the characters' language, language of 1st-grade pupils is analyzed in the same way. Fourth, to examine the pupils' familiarity with the character, thirty-seven lst-grade pupils who always watch the moral education program were asked several questions. Regarding interaction process analysis, it was found that the sex differences are not clear. However, there are some sex differences in the characters' language : Boys tend to speak more directly ; girls tend to speak more indirectly and more politely. These tendencies are not clear with 1st-grade pupils. Finally, the pupils tend to feel friendly toward the char-acters of the same sex, and they tend to like the ones whose activities are sex-role congruent. In conclusion, the TV programs may present one model of masculinity or femininity at least regarding language and play a role of a hidden curriculum, and that the pupils may be influenced by the programs as a result of familiarity with the characters.
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