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Gendered Discursive Practice

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Gendered Discursive Practice in EFL Classroom
Cheng and Ghajarieh (2009, p.35) propose to underline the existence of gendered discourse by dividing them into three major areas of concentration in class; namely, text, teacher-talk to students, and student to student talk. Interaction analysis has been made to investigate the performance of teacher and students as well as the role of input and interaction (Richards, 2003). The most famous and widely used were proposed by Flanders in the 1960s and, Gertrude Moskowitz in the 1970s, a more specific to foreign language teaching. For foreign language teaching, Brown (2000, p. 168) adapted Moskowitz categories for classroom observation known as the FLINT (Foreign Language Interaction) …show more content…

In particular, Litosseliti and Sunderland developed further the ideas of the ‘discursive practices’ (Fairclough, 1992) of the speech acts subversion and endorsement of a text by a teacher. Their eventual interpretation of the categories endorsement and subversion can be seen in the complete model of gendered discursive practices of teachers in relation to texts. The top level of this working framework represents two possible ‘text types’, the boxes below, the ‘talk around the text’. (2002, p. …show more content…

The teacher may explicitly or implicitly confront a particular representation, traditional or progressive, of gender roles, for example showing a lack of enthusiasm, or simply omitting the text or ignoring aspects of it (but see later). A text which ‘maintains a traditional representation of gender roles’ can be subverted by being treated in a way which encourages rather than discourages gender equality, for example by criticism, discussion, reversal of roles in dialogues, joking or supplementary comment. A text which ‘goes beyond a traditional representation of gender roles’ can be undermined by, for example, the teacher ridiculing the ideas. Endorsement and subversion may be intentional or unintentional on the part of the teacher. By using those terminology, they draw up the discursive practices to represent their empirical findings in relation to the ‘gender critical points’ of the relevant textbook

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