Language and Gender in Educational Contexts

Menard–Warwick, Julia; Mori, Miki; Williams, Serena

doi:10.1002/9781118584248.ch24

Cited by 10 publications

(9 citation statements)

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“…And while inclusion in class, in the sense of visibility, can be achieved by students themselves though their audible talk (see Aukrust, ), these studies were mainly of teacher talk and its distribution. Informed by the interpretative, retrospectively‐named ‘(male) dominance approach,’ they provided evidence for the discursive exclusion or at least marginalisation of girls in different subject classrooms, gender thus mediating access to talk as an educational resource (see Pavlenko, : 56; Menard‐Warwick, Mori, & Williams, ). Below I am adopting the binary terms girls/boys, women/men , in accordance with the literature, and because, unlike sexuality, these categories are broadly—though not fully, as new understandings of and practices around transgender attest ‐ evident.…”

Section: Institutional Exclusion: Foreign Language Study As Subject Smentioning

confidence: 99%

“…This is a reminder that foreign language acquisition goes way beyond cognition, is hugely social, and, in particular, that “schools are a site of struggle for those whose sexuality is not mainstream” (Menard‐Warwick et al, : 486).…”

Section: Institutional Exclusion: Foreign Language Study As Subject Smentioning

confidence: 99%

“…Keeping up with social practices and understandings, the study of language and gender has rightly expanded over recent decades to incorporate sexuality. (The second edition of The handbook of language and gender (2003) was retitled The handbook of language, gender, and sexuality ().) Sexuality can be seen as desire (romantic and sexual feelings) and/or behaviour, but in particular, as identity (sense of sexual orientation).…”

Section: Introductionmentioning

confidence: 99%

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Inclusion and exclusion in foreign language education: A critical overview, with illustrations from studies of a German classroom for young secondary learners and of five Polish textbooks

Sunderland

2018

Int J App Linguistics

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Funding information British CouncilThe foreign language classroom is in many ways feminine and heteronormative. But if male students feel excluded, late 20th century studies showed mixed-sex classroom interaction to be dominated by boys, and women's and girls'representation in textbooks to be lacking. Relatedly, students who do not identify as heterosexual can be 'othered', and are absent from textbooks. I provide brief, illustrative accounts of two empirical studies-of gender and classroom interaction, with data from a German classroom, and textbook representation of gender, using selected Polish EFL textbooks. The findings of the classroom interaction study are nuanced. Those of the textbook study point to an improving gender (but not sexuality) representation. I argue that analysts seeking sexual diversity in representation should focus on 'degrees of heteronormativity'. KEYWORDS classroom interaction, foreign language education, gender, heteronormativity, sexuality, textbooks Klasa językowa jest na wiele sposobów kobieca i heteronormatywna. Jednak pomimo tego, iż uczniowie (w przeciwieństwie do uczennic) czują się wykluczeni, badania przeprowadzone pod koniec XX wieku pokazują, że to właśnie oni dominują w grupach koedukacyjnych, zaś podręcznikowe reprezentacje kobiet i dziewczyn pozostawiają wiele do życzenia. Podobnie jest w przypadku osób nie identyfikujących się jako heteroseksualne, ponieważ mogą one zostać 'wyobcowane', natomiast ich reprezentacje w podręcznikach nie istnieją. W artykule przedstawiam zwięzłe omówienie dwóch badań empirycznych; pierwsze dotyczy gender i interakcji w obrębie klasy i oparte jest na danych z kontekstu niemieckiego, drugie zaś dotyczy reprezentacji gender w wybranych podręcznikach do nauki języka angielskiego w kontekście polskim. Wyniki z badania nad interakcjami w klasie są zróżnicowane. Z kolei wyniki z badania nad podręcznikami wykazują, iż reprezentacje gender (ale już nie seksualności) ulegają poprawie. Argumentuję, że badacze szukający różnorodności seksualnej w reprezentacjach, powinni koncentrować się na 'stopniach heteronormatywności'. KEYWORDS gender, heteronormatywność, interakcje w klasie, nauka języka obcego, podręczniki, seksualność 1 | INTRODUCTIONThe language classroom continues to be an interesting epistemological site for the study of gender. Indeed, with the increasing sophistication of the field, and the belated inclusion of sexuality, it needs to be actively revisited. In this paper, I am looking at foreign language classrooms, that is, the teaching/learning of a language that is spoken little or not at all in the learners' own community. Foreign language differs from second language classrooms in that, inter alia, whereas second language education can be very much a 'man's world' (see Pavlenko, 2004), foreign language education is in one sense a 'woman's world.' While educational 'inclusion' is a very broad, multi-dimensional concept (see Motschenbacher, 2016), the twin foci here are gender and sexuality. Many teachers may not be aware that in their cl...

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Section: Institutional Exclusion: Foreign Language Study As Subject Smentioning

confidence: 99%

Section: Institutional Exclusion: Foreign Language Study As Subject Smentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Inclusion and exclusion in foreign language education: A critical overview, with illustrations from studies of a German classroom for young secondary learners and of five Polish textbooks

Sunderland

2018

Int J App Linguistics

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“…Sunderland (2014) points to more recent studies' greater gender awareness, the publishers' 'Guidelines for inclusive language' as well as more studies of EFL books used outside Anglophone countries. Menard-Warwick et al (2014), for example, state that content analyses have appeared more recently in some other national contexts, e.g., Brazil (Oliveira 2008) or Iran (Ghorbani 2009). Furthermore, Jones and colleagues (1997), who examined three EFL textbooks (Headway Intermediate, Hotline Intermediate and Look Ahead 2) to analyze specifically the language of dialogues, found an encouraging level of gender fairness, achieved through the creation of gender balance in social and occupational roles.…”

Section: Gender and Sexuality In Textbooks: Overview Of The Findings And Current Researchmentioning

confidence: 99%

“…Thus EFL teachers are in fact constantly involved in teaching about society, which to a great extent entails teaching about gender roles and may involve reinforcing, for instance, the subordinate role of girls and women and the dominant role of boys and men (Freeman and McElhinny 1996: 261). Menard-Warwick et al (2014) regard classroom interaction, literacy (teaching and learning organized around textbooks, worksheets, etc.) as well as language learning (encompassing both interaction and literacy as learners navigate how to engage with other speakers and with texts) as the most salient topics in research literature on language and gender in educational contexts.…”

Section: Introduction: 'I Only Teach English'mentioning

confidence: 99%

Constructing Gender and Sexuality in the EFL Classroom in Poland: Textbook Construction and Classroom Negotiation?

Pawelczyk¹,

Pakuła²

2015

Gender Representation in Learning Materials

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Poland, as a young conservative democracy, is witnessing an unprecedented amount of public debate where 'gender' and 'sexuality' figure prominently. Both, however, tend to be perceived as foreign imports and thus fiercely contested. Consequently, the role of English as a Foreign Language (EFL) materials as well as teachers as potential mediators of markedly different Anglophone socio-politics is of paramount importance.What is more, the only Polish research examining the portrayal of women in EFL materials is that by Jaworski (1986), who exposed the abundance of sexism in EFL textbooks available in Poland at that time. Regrettably, 'sexuality' as a culturally (but not linguistically) important identity category was not addressed or recognised in the broad Polish educational context until 2012 (Świerszcz 2012). This chapter reports on two studies conducted as part of the research project entitled "Investigating Gender and Sexuality in the ESL classroom: Raising publishers', teachers' and students' awareness". The aim of the first study was to qualitatively scrutinize the discursive and multimodal construction of gender, gender relations, and sexuality in two leading illustrated Primary School EFL textbooks in Poland, along with the accompanying workbooks and teacher's books. To this end the analytical methods of

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Discussing LGBTQ+ Issues with Muslim Students in the ESL Classroom: The Interface of Culture, Religion, and Sexuality

Güney

2021

Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and Learning

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Language and Gender in Educational Contexts

Cited by 10 publications

References 58 publications

Inclusion and exclusion in foreign language education: A critical overview, with illustrations from studies of a German classroom for young secondary learners and of five Polish textbooks

Inclusion and exclusion in foreign language education: A critical overview, with illustrations from studies of a German classroom for young secondary learners and of five Polish textbooks

Constructing Gender and Sexuality in the EFL Classroom in Poland: Textbook Construction and Classroom Negotiation?

Discussing LGBTQ+ Issues with Muslim Students in the ESL Classroom: The Interface of Culture, Religion, and Sexuality

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