This paper is concerned with the different ways that gender is represented in the English-as-a-foreign-language (EFL) classroom, and how this representation may contribute to the socialization of female language learners. Attention is focused primarily on the language teacher's understanding and awareness of gender representations, not to specific teacher actions. The analysis looks at: (1) the context of ESL instruction, often in places where little or no other English is heard; (2) the fact that most language teachers are female; (3) the materials used for instruction; and (4) instructional processes, including teacher behavior and interaction methodology (pair and group work). It is concluded that the ways that western textbooks represent gender, the ambivalence of some pedagogical grammars over new, progressive language items, the messages conveyed by instructional materials and classrooms to female learners about language use, and the opportunities they seem to distribute unfairly, do not maximally facilitate language learning for women and girls. (MSE)