Gender Bias in Lebanese Language Classes

Mougharbel, Ghada M.; Bahous, Rima

doi:10.1080/00131725.2010.483901

Cited by 4 publications

(2 citation statements)

References 25 publications

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“…For example, in England, the educational system was particularly designed for males [3]. This gender bias in educational programs also exists in Lebanese language teaching, though it is hidden [4]. A number of countries, including Australia, New Zealand, Ireland, the United States, and Britain, continue to have an improved number of single-sex schools [5].…”

Section: Single Sex Education (Hereafter Sse): Trends Purposes and Ac...mentioning

confidence: 99%

Sex-based Learning Approach: Innovation in Teaching English Pragmatics in Single-sex Education

2023

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What approach is applied in teaching English in single-sex education (SSE) and Islamic boarding schools in particular? Some studies report that the language proficiency of Islamic Boarding School students remains unimproved. Although it is apparent that SSE makes teachers apply instructional strategies more readily and effectively than in mixed-sex groupings, the suitability of approaches or methods applied by English language teachers in Islamic Boarding Schools remains unanswered. The order of the male’s factors affecting listening difficulties: Speaker, Content, and Listener (Potential for Men’s Islamic Boarding Schools), and female; Listener, Speaker, and Content (Potential for Women’s Islamic Boarding Schools) (Potential for Women’s Islamic Boarding School), and mixedsexes or co-education (Speaker, Listener, and Content) (Potential for Public Schools) potentially answers the phenomenon. Pedagogically, the orders of sex-based factors affecting listening difficulties are potentially applied as an innovative approach to the pragmatics of pedagogy in SSE, particularly in Islamic religious schools in which socio-cultural and religious content are the priority. Lack of direct communicative interactions with different sexes and limited exposure to the real situation of language use might lead to difficulty in pragmatic understanding. A preliminary prospective solution is available. The santri or santriwati need not visit hotels or tourist objects to improve their auditory pragmatic understanding. As another alternative, the students may read “Pragmatics-based Listening for the TOEFL: Innovation in Independent Learning.” English teachers are suggested to try to apply a gender-based listening approach in English language teaching. Finally, a moral message, “Do not let Islamic boarding schools think alone!”.

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Section: Single Sex Education (Hereafter Sse): Trends Purposes and Ac...mentioning

confidence: 99%

Sex-based Learning Approach: Innovation in Teaching English Pragmatics in Single-sex Education

2023

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“…Through language, female students are stereotyped as obeisant, tidy, and rule-abiding, while male students are identified as confident, active, and aggressive (Protivínský & Münich, 2018). Science and scientific subjects are identified as masculine, while language and arts are identified as feminine (Mougharbel & Bahous, 2010). Men and women are understood as experiencing and defining pain differently (Jaworska & Ryan, 2018).…”

Section: 1mentioning

confidence: 99%

Femininity and Masculinity in Arabic Words: Gender Marking in Muslim Cosmology

Muassomah

Wargadinata

Rohmah

et al. 2021

lkw

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The Modern Standard Arabic (MSA) language strongly indicates the sociolinguistic phenomenon as it reflects gender marking in language use. This study aims to explore how the Arabic letters attributed to specific gender identities, how the gender ideology of Arab culture create gender biases, and how the biases influence Arab social structure. It uses aspects of masculinity and femininity of Arabic letters that affect gender inequality and order of values on language, tradition and culture. Masculine letters are letters that have the property of being able to hold and entail other letters, while feminine letters that have the nature can be attached with other letters but cannot be attached. In this study, Arabic letters were mapped by observing their use in written and oral interaction in the contexts of Arab as first and second language. This research is a qualitative in nature. The data on ideology's influence on social structure were collected through interviews with three key informants representing their areas of expertise on language anthropology, sociolinguistic, and applied linguistic. The morphological analysis was carried out to identify the internal structure of the words. The sociolinguistic analysis explored the linguistic construction that to social construction. The finding showed that their internal structures, these letters were classified as masculine or feminine. From the sociolinguistic point of view, gender issues following social construction that has already formed gender relations. In other words, Arabic letters affect the order of values that tend to be gender-biased in the Arabic context.

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Men's talk in a Lebanese shisha café

Fidaoui

Bahous

2013

Journal of Multicultural Discourses

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Gender Bias in Lebanese Language Classes

Cited by 4 publications

References 25 publications

Sex-based Learning Approach: Innovation in Teaching English Pragmatics in Single-sex Education

Sex-based Learning Approach: Innovation in Teaching English Pragmatics in Single-sex Education

Femininity and Masculinity in Arabic Words: Gender Marking in Muslim Cosmology

Men's talk in a Lebanese shisha café

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