Some curricular objectives show that the language used is gender biased. Indeed, it can happen that the language itself can communicate the status of being male or female, and the status of being assertive or submissive. In many cultures, 'being male' is expressed in language as being confident. In Japan, according to Pavlenko,Norton, B. & Toohey, K. (eds). 2004. Critical Pedagogies and Language Learning. Cambridge, Cambridge University Press. female Japanese learners are led 'to see English as a language of empowerment. The students state that ... the pronoun system of English allow[s] them to position and express themselves differently as more independent individuals than when speaking Japanese.' This example clearly shows how languages, reflecting cultures, are the basis for introducing gender inequalities highlighting the curricula.
