Gendered Patterns In Teacher Student Interaction In Efl Classroom
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Author | : Stella Minasyan |
Publisher | : |
Total Pages | : 0 |
Release | : 2017 |
Genre | : |
ISBN | : |
The present research endeavours to shed light on the role that gender plays in the language classroom in the Greek context. As no systematic investigation has considered special aspects of gender and interaction in primary school classrooms, this study seeks to investigate how teachers and students position themselves within different discourses in EFL classroom interaction. The issues discussed include turn-taking and interruptions, praise and reprimand, class dominance, teacher attention and class participation in classroom interaction. Drawing on language and gender research, it was hypothesized that gender of the learner affects the learner's language use and behaviour during EFL interaction. This study advances our understanding of gendered classroom interaction and highlights important ways in which students' gender influences teacher-student, as well as student-student interaction. Moreover, this study sheds light on gender bias which occurs in the classroom and thus impedes teachers' abilities to work successfully with all students. The Greek data revealed great similarity with findings of previous studies by supporting the assumption that: (a) teachers are biased in favour of boys, especially with respect to giving them more attention; (b) male students demand more teacher attention and more instructions from the teacher than their female peers; (c) female students are more likely to receive praise and positive comments, whereas male students are reprimanded by the teacher; (d) male students are more active in class participation, by taking more turns, volunteering and calling out.
Author | : Louise Cherry Wilkinson |
Publisher | : Academic Press |
Total Pages | : 293 |
Release | : 2013-10-22 |
Genre | : Education |
ISBN | : 1483276295 |
Educational Psychology Series: Gender Influences in Classroom Interaction compiles papers presented at a conference funded by the National Institute of Education and held at the Wisconsin Center for Education Research, University of Wisconsin—Madison in October 1983. This book focuses on the interactional influences that may be related to differential classroom experiences for females and males. A diversity of issues that have a bearing on gender-related influences, such as contextual factors and teacher and student characteristics, from both theoretical and empirical perspectives are also deliberated. This compilation is addressed primarily to researchers, but is also useful to teachers, educational policy makers, and others who want to insure every child, regardless of gender or other status, the opportunity of a rewarding and challenging education.
Author | : Sara Kidder Liedell |
Publisher | : |
Total Pages | : 138 |
Release | : 1994 |
Genre | : Gender identity |
ISBN | : |
An examination of the relationship of student gender and teacher expectations, student interests, and classroom interaction patterns.
Author | : Christine Howe |
Publisher | : |
Total Pages | : 64 |
Release | : 1997 |
Genre | : Classroom environment |
ISBN | : |
This book evolved from a report, commissioned by the Scottish Office Education and Industry Department, which examined gender differences in classroom interaction. The book examines existing research and makes proposals for further action on the topic of whether social interaction in schools perpetuates behavioral differences between males and females. Starting from how classroom interaction might, in theory, result in discrimination, the author provides a review of the evidence, organized around interactive settings which cut across subject areas and school sectors. Chapters on whole-class discussion, desk-based group work, group work around computers, and discussion for oral assessment are followed by a synthesis of findings and discussion of the implications for further research and educational intervention. There are six chapters in the book. Contains 93 references. (EH)
Author | : Dora Dolle |
Publisher | : |
Total Pages | : 106 |
Release | : 1993-08-01 |
Genre | : Classroom environment |
ISBN | : 9780863393914 |
Author | : Janice Streitmatter |
Publisher | : SUNY Press |
Total Pages | : 230 |
Release | : 1994-01-01 |
Genre | : Education |
ISBN | : 9780791418031 |
Drawing on conversations with and observations of eight pre-school through high-school teachers, presents aspects and issues of gender equity in teaching rather than in learning, emphasizing the contrast between the teachers' beliefs and their practice. Explores how the educational institutions contribute to gender socialization and how teachers ca.
Author | : A. Jule |
Publisher | : Springer |
Total Pages | : 185 |
Release | : 2003-12-18 |
Genre | : Education |
ISBN | : 0230596622 |
In this first-hand study of the relationship of gender, ethnicity and the participation of children within an English-language teaching classroom, Julé re-assesses Lacan's approach to belonging with other theoretical approaches to gender and language, making use of case-study methods. She asks key questions: Are there observable tendencies in the way that boys and girls receive and use talk in the classroom? How might such tendencies be constructed or encouraged within an ESL classroom, where gender and ethnicity intersect in particular ways?
Author | : Susan Laine Gabriel |
Publisher | : University of Illinois Press |
Total Pages | : 212 |
Release | : 1990 |
Genre | : English language |
ISBN | : 9780252061103 |
Bundel artikelen over sekse en (hoger) onderwijs.
Author | : Dale Spender |
Publisher | : Womens PressLtd |
Total Pages | : 164 |
Release | : 1982 |
Genre | : Educational equalization |
ISBN | : 9780704341463 |
Author | : Myra Sadker |
Publisher | : Simon and Schuster |
Total Pages | : 372 |
Release | : 2010-05-11 |
Genre | : Education |
ISBN | : 1439125236 |
Failing at Fairness, the result of two decades of research, shows how gender bias makes it impossible for girls to receive an education equal to that given to boys. Girls' learning problems are not identified as often as boys' are Boys receive more of their teachers' attention Girls start school testing higher in every academic subject, yet graduate from high school scoring 50 points lower than boys on the SAT Hard-hitting and eye-opening, Failing at Fairness should be read by every parent, especially those with daughters.