Language and GenderGender Matters at School

members of the group live near each other in a recognised neighbourhood or they have recognised meeting places;

they have a recognisable and distinctive subculture;

members of the group acknowledge the existence of the group: belonging to the group is part of their identity (cf. Coates 7)

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Robin Lakoff: Language and Woman’s Place Dale Spender: Man Made Language Maria Black and Rosalind Coward: language:

not inherently sexist Critical models:

◦ Deficit model◦ Dominance model◦ Cultural difference model◦ Discursive model

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FEATURES

MEN WOMEN CHILDREN

RANGE 80–200 Hz

120–400 Hz

EXTREME 60 Hz 1300 Hz

TYPICAL RANGE USED

100–150 Hz

200–300 Hz

AVERAGE 120 Hz 225 Hz 265 Hz

Women’s „ephemeral vocabulary” Innovation Androcentric rule Speech – silence Interest areas „Gossip” vs discussion Naming „man” Taboo language/swearing Semantic derogation of women

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Male Femalecourtier courtesanmaster mistresshost hostessgovernor governessadventurer adventuresssir madambachelor spinsterlord ladyking queenpriest priestesspoet poetessgod goddess

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Set phrases Generic „he” Hedges, tag questions, questions Turn-taking

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1st speaker

2nd speaker

Total

overlaps 12 10 22

interruptions

3 4 7

Total 15 14 29

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Male speaker

Female speaker

Total

overlaps 9 0 9

interruption

46 2 48

Total 55 2 57

Gender and the acquisition of knowledge Hidden curriculum Classroom behvaiour Achievement orientation Career perspectives

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Gender role acquisition Schoolbooks:

◦ Stereotypes◦ Relative invisibility

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BOOK MALES FEMALES

ADULT WITH BOY

ADULT WITH GIRL

OLD BOOK

86.1 36.1 60.6 40.0

NEW BOOK

68.5 43.9 77.9 43.3

PLACE MEN, BOYS WOMEN, GIRLS

DIFFERENCE

INDUSTRY 82.8 31.1 - 51.0

SCHOOL 70.0 57.0 - 13.0

STREET 82.2 53.8 - 28.4

SHOP 83.2 99.8 +16.6

HOME 82.3 81.7 - 0.6

AGRICULTURE

100 26.4 - 73.6

OFFICE 100 75 -25.0

Girls: better at speaking Referential speech Social speech Politeness

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CATEGORY GIRLS BOYSimperative (do, don’t) 12 36declarative imperative (you have to push it)

5 6

pretend directive (pretend you …)

11 4

question directive (will you be the patient?)

2 0

tag question (you feel ill, don’t you)

35 16

joint directive (now, we’ll cover him up)

15 3

state question (are you sick?) 2 11Information question (What does she need now?)

16 22

attention-getting device (look at it)

2 2

TOTAL 100 100

Competition – public sphere Collaboration – expression of empathy

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School subjects Teaching/learning processes Teacher’s attention Disruptiveness Communication patterns TEFL:

◦ Grammar books and dictionaries◦ Course materials◦ Teaching/learning processes◦ Problematic points: cultural differences

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Thank you for your attention!