Gendered Discourses

Sunderland, Jane

doi:10.1057/9780230505582

Cited by 291 publications

(113 citation statements)

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“…A variety of scholars have made important contributions with regard to another identity category, gender, and its impact on language learning (Pavlenko et al 2001;Norton & Pavlenko 2004;Sunderland 2004;Cameron 2006;Menard-Warwick 2009;and Higgins 2010). These scholars, like many others, conceptualize gender not only in terms of male/female divides, but as a system of social relationships and discursive practices that may lead to systemic inequality among particular groups of language learners, including women, the poor, minorities, the elderly, and the disabled.…”

Section: Identity Categories and Language Learningmentioning

confidence: 99%

Identity, language learning, and social change

Norton¹,

Toohey²

2011

Lang. Teach.

734

466

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In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs of INVESTMENT and IMAGINED COMMUNITIES/IMAGINED IDENTITIES (Norton Peirce 1995;Norton 1997Norton , 2000Norton , 2001, showing how these have been used by diverse identity researchers. Illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. Common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. We examine how digital technologies may be affecting language learners' identities, and how learner resistance impacts language learning. Recent critiques of research on identity and language learning are explored, and we consider directions for research in an era of increasing globalization. We anticipate that the identities and investments of language learners, as well as their teachers, will continue to generate exciting and innovative research in the future.

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Section: Identity Categories and Language Learningmentioning

confidence: 99%

Identity, language learning, and social change

Norton¹,

Toohey²

2011

Lang. Teach.

734

466

View full text Add to dashboard Cite

show abstract

“…One of the key points of Tannen's approach is the emphasis she places on the thinking behind our linguistic behaviour, regarding the way we use language as a result of what we think we are doing when we have a conversation (see also Sunderland 2002Sunderland , 2004. This concept of pre-constructed discourses about gender, or gendered discourses, behind Tannen's proposal can be linked to Butler's (1990) analysis of gender development and identity as an ongoing project for reinterpreting the boundaries which define our gender identity.…”

Section: Introductionmentioning

confidence: 99%

Competing narratives, gender and threaded identity in cyberspace

Gómez

2010

Journal of Gender Studies

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Using a blog corpus, the current study of weblog writing explores changing cultural norms surrounding technology-mediated formation of interpersonal relationships and aims to gain insight into important aspects of online female behaviour. More specifically, this article analyses the way in which British and Spanish female adolescents disclose personal information about their love-lives. In doing so, I argue that these bloggers create competing narratives which consist of either crediting or puncturing traditional love and relationship myths. The study of these competing narratives, in turn, reveals that these female adolescents live out different gendered discourses when they are entering, and when they are leaving, love relationships. Furthermore, this study examines the contemporary association between laddish attitudes in female adolescents and the involvement of verbal aggression in their personal weblogs.

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“…Consequently, two aspects emerged in language and gender research; first, how women and men talked, and second, how both genders were represented in language. Today, ideological studies have a common concern to probe how people's identities are constructed in gendered ways within localized 'communities of practice', but also in relation to larger gendered discourses (Sunderland, 2004). While the gender-based studies have been modified since the 1970s in lieu of developments in women's status, there is, however, a broad unanimity among scholars that gender continues to be considerably relevant to the way people interact via language, and in the way they are positioned and represented by gendered discourses or ways of seeing the world.…”

Section: Gender and Languagementioning

confidence: 99%

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2016

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Gendered Discourses

Cited by 291 publications

References 0 publications

Identity, language learning, and social change

Identity, language learning, and social change

Competing narratives, gender and threaded identity in cyberspace

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