There Are No Girls in My Classroom: A Pedagogical Note

1990

gender is re classroom a socialization primarily on t gender represen looks at: (1) th little or no othe teachers are femal instructional proce methodology (pair an western textbooks rep pedagogical. grammars o messages conveyed by in learners about language distribute unfairly, do for women and girls. (MSE) DOCUMENT RESUME FL 018 865 Sunderland, Jane The Representation of Gender in the Language Classroom. Apr 90 22p.

1996

Abstract: Designed to help middle and secondary level teachers create spaces for students to explore multiple perspectives and interpretations of their texts, this brochure offers teachers who have experienced classroom talk that leads to gender divisiveness among students an opportunity to consider new ways of thinking about such talk. The brochure discusses the language of the classroom, language of the text, creating spaces, multiple perspectives and interpretations, and interrupting the status quo. The brochure presents ...

Sexuality & Culture

This introduction to the special issue provides a snapshot of why gender in our lives and in language education matters. We also summarize each of the articles featured in this special issue. Inspired by the growing body of research into gender and language education across the globe, directions for future studies in this area are also highlighted. We contend that any educational practices and artifacts are ideologically and institutionally gender-laden. We hope that this special issue can be the point of departure for exploring more gender issues at different levels of language education (e.g., schools, universities, and virtually-mediated education spaces) in the pursuit of gender responsiveness.

2017

Die vorliegende Diplomarbeit befasst sich mit dem Einfluss des sozialen Geschlechtes auf den Unterrichtsdiskurs und die daraus resultierenden Lernmöglichkeiten für weibliche und männliche SchülerInnen. Im Zuge einer Diskursanalyse wurden verschiedene linguistische Variablen innerhalb zweier unterschiedlicher Unterrichtskontexte (EFL und CLIL) untersucht, um etwaige Unterschiede zwischen dem naturwissenschaftlichen und dem fremdsprachlichen Unterricht deutlich zu machen. Die zu untersuchenden Variablen wurden aus dem Literaturteil gewonnen, die den ersten Teil der Arbeit darstellt und bestehende Studien zu diesem Thema vergleicht. Für die Analyse wurden Transkripte von insgesamt sechs Unterrichtsstunden einer 4. Klasse Hauptschule herangezogen, die von derselben Lehrerin unterrichtet wurden. Die Ergebnisse zeigen, dass weibliche und männliche SchülerInnen linguistisch anders behandelt wurden, sich im Hinblick auf die untersuchten linguistischen Variablen jedoch mehr Unterschiede zwis...

Babylonia Journal of Language Education

This paper presents the unit named “Representations of Women (From Imposed to Chosen)”. It was taught to a group of seven advanced EFL students in one high school in Serbia. To help them examine the representation of women and how stereotypes are communicated, the teacher introduced three short stories. The stories provided the starting point for discussion that prompted students to examine women’s response to societal demands, stereotypical presentation of women, and how these stereotypes are reflected in language. The learning and language acquisition took place as students examined their views and tried to find roots for some of their beliefs.

This paper highlights the impact of gender differences in English Language Teaching. It explores students' learning styles as affected by the notions about men and women differences in communication. The data collected in 2008 from 20 males and 20 females' English students of the State University of Makassar. It is to reveal their attitudes towards speaking to different sex, strategy to express opinion, group work preferences, activeness/passiveness, and their perception to increase Eng-lish skills dealing with sex difference. It is revealed that female than male students were reluctant to speak to different sex; females preferred the direct way to express opinions (writing), work with the same sex, and tended to be passive in class. In addition , females saw the high possibility to increase their English skills by working with the same sex but the reverse is true for males. These different styles of female and male students in learning English were affected by the notions of women's language. Gender differences, which are socially and culturally constructed, are one of the interesting phenomena in contemporary society. Their impacts can not only be seen in political life, where women fight their political rights, or in households, in which women fight to reduce household harassment. Discourse on gender differences, in fact, also exists in the use of language for communication , highlighting that men and women are different in their ways of communication , and therefore they should be treated differently. 172

Background: This article explores the political impact of using gender neutral pronouns in the university classroom.

Language Policy and Political Issues in Education, 2016

In this chapter we provide an overview of theory and research conducted over the past few decades on language education and gender. In addition, we bring this overview of the field up to date by including more recent work on sexuality. We draw attention to some major contributions that have taken a discourse approach to language education/learning, gender, and sexuality, treating gender and sexuality as discursive constructions rather than variables. These studies have looked at how gender and sexuality impact language-learning processes in a variety of local contexts, both inside and outside of the classroom, in terms of positioning, access to linguistic resources, and learner investment and agency. We also highlight research that examines the gendered experiences of language teaching professionals, broadening our understanding of gender and sexuality in the intercultural world of language teaching. In the later sections, we focus on ongoing concerns related to the global economy and language education, especially with regard to the intersections of social class, gender, and sexuality. In these sections we also discuss the often uncomfortable position of the language, gender, and sexuality researcher in accessing and representing subjugated knowledges from the margins. In this way and in accordance with the need to focus on the largely ignored issue of social class in applied linguistics, we suggest shifting our attention to exploring the notion of gendered and sexual "symbolic competence" among multilingual learners operating in local and contingent settings.