Deconstructing the 'Beauty Myth' in the EAL Classroom

Abstract

[eng] Addressing gender-related topics in the English as an additional language (EAL) context has been defined as an important teaching goal in the curriculum requirements set by the recent Ley Orgánica por la que se Modifica la Ley Orgánica de Educación (LOMLOE). However, it is an area that has not yet been fully explored in EAL classrooms. This education proposal aims at tackling this absence through the deconstruction of gender stereotypes, with a particular emphasis on ‘the beauty ideal’ in literary texts, and the extension of their influence through popular culture. To this end, students of the first course of Batxillerat will work with two different narratives. First, the portrayal of Helen of Troy in Greek mythology and artistic representations, as an example of the beauty standard and how the stereotypes around the concept of the ‘beauty myth’ have been constant in Western literature and other media. Second, students will have to engage with a critique of the ‘beauty myth’ through a careful reading and analysis of the first part of the poem “Beautiful” by Carol Ann Duffy (2002), where the author rewrites the story of Helen. By using authentic materials and their correlating activities, students will not only have the opportunity to develop multiple competencies gathered in the LOMLOE — including critical thinking, linguistic communication and value and respect towards gender differences, rights and equality, amongst others —, but also the different skills and grammar involved in the development of their learning progress. Finally, students will use all the analytical elements, vocabulary and grammatical structures worked in the previous sessions in their final project, which will consist in creating a comic about the ‘beauty myth’ through the figure of Helen. The ultimate purpose of this learning situation is to introduce a topic which is meaningful beyond the limits of the classroom because students must become aware of different forms of oppression, normalised through myths, fairy tales or stories that affect the way they understand gender and consequently the construction of their own identit