Exploring gender differences in the EFL classroom

Abstract

This article aims to describe a case study which explores teacher and students` conceptions about gender in an EFL setting and the way they are manifested in their discourse patterns. This exploratory case study was carried out with a group of eleventh grade students and an English teacher at Liceo de la Universidad Católica high school in Bogotá Colombia. The data collected included direct observation of classroom interaction, audio and video recording of the teacher and students` interactions and interviews on the teacher’s and students` discourse. The analysis of the data revealed that in fact there are imbalances in relation to boys` and girls` participation during interaction, made manifest by verbal and nonverbal attitudes. There is also sound evidence of girls’ low self esteem in response to the lack of value and respect granted to their opinions by their male peers. Stereotypes are part of teachers’ and students’ conceptions regarding gender and thus they are maintained to a great extent. The teacher’s attitude in the classroom with respect to boys and girls also appeared to show inequality that favoured boys. The girls showed evidence of awareness of the teacher’s conscious or unconscious indifference towards them, which seemed to affect their autonomy and confidence as English language learners.

Gender differences in classroom interactions and preferences

“…On the other hand, in a mixed group task the females interacted 42 times while the males interacted only 28 times. These practical observation results contradict some previous studies that found that males interacted more than females in mixed gender groupsfor example, Tannen (as cited in Khosravizadeh & Pakzadian, 2013), Oh (2000) and Durán (2006). The possible reason behind the females exceeding males' interactions in this study could be the topic of the task itself, which might attract the females to interact more than the males, supporting Tannen (1992) that the basic reason for interaction in a group work task is interest in the topic and is not related to gender.…”

EFL Students’ perceptions on Gender Stereotypes through their Narratives

“…Ramos, Aguirre and Hernández (2012) mention that a first step toward promoting intercultural individuals is by encouraging equality in the class. In this sense, we think that it is crucial to start raising awareness about gender stereotypes in future languages teachers, so they get informed and know to handle situations where this issue is presented (Durán, 2006).…”

“…In Colombia, some studies (Castañeda, 2012;Castañeda-Peña, 2008a, 2008b, 2009Durán, 2006;Rojas, 2012) have researched deeply into the importance of gender in foreign language contexts. However, EFL Student's perceptions on Gender Stereotypes have not been researched enough currently.…”

A Learning Experience of the Gender Perspective in English Teaching Contexts

“…Furthermore, some scholars and teachers in the field of second language acquisition (sla), bilingualism, and foreign language education (Hruska, 2004;Litosseliti, 2006;Pennycook, 1999;Sunderland, 2000aSunderland, , 2000b claim that gender and language in the foreign language classroom are relatively untheorized and unexplored. Therefore, these authors have strongly recommended practitioners to include gender in their work, practices, and research interests.Colombia presents some relevant research that points to the importance of gender in foreign language contexts (Castañeda, 2012;Castañeda-Peña, 2008a, 2008bDurán, 2006;Rojas, 2012); nonetheless, these studies have not been tantamount to the inclusion of gender in English teachers' professional development. Foreign language educators have been largely informed by sla research which focuses on cognitivist approaches to language learning, leaving gender on the margins .…”

“…Colombia presents some relevant research that points to the importance of gender in foreign language contexts (Castañeda, 2012;Castañeda-Peña, 2008a, 2008bDurán, 2006;Rojas, 2012); nonetheless, these studies have not been tantamount to the inclusion of gender in English teachers' professional development. Foreign language educators have been largely informed by sla research which focuses on cognitivist approaches to language learning, leaving gender on the margins .…”