1. GOALS
• Identify what has been studied on the field of the English education concerning gender and learning.
• Determine whether if, according to research, a gender has any more disadvantages than another on oral communication during English Language Education.
2. JUSTIFICATION
Whit the crescent discussion in our country around gender issues in the classroom and how to deal with it, this research revolves around the question; could gender affect one’s education? Including the many examples of the underrepresentation of the female group in textbooks used by learners and the expectation of performance on men/women, could education improve with the discussion around sexism and bias on the school setting?
Culture pertains to gender, language …show more content…
The knowledge of discourses on gender and sexuality dominance in a particular culture could become crucial in deciding whether a particular saying is a polite compliment, light-hearted joke or an attempt at sexual harassment. The lack of such knowledge may lead to miscommunication and negative attitudes toward the targeted language.
Although scientifically one gender is not more proficient than the other in learning abilities, a handful of elements causes Disadvantage for women in relation to the chance of learning.
Working towards gender equality in education should not only focus on equal access to education but give the deserved attention to the contents of schooling. The improvement of school enrolment among kids should be pursued in developing countries; recent research examines sexual harassment as social and discursive practice that may restrict women’s movement in the community, decrease in the amount of interaction with the targeted language speakers and promote resentment and resistance to the target language (Ehrlich, 2001).
3.1. THE ROLE OF …show more content…
(2008) ‘An Introduction to Language and Society’. 2nd edition. London: Routledg
Mustedanagic, A. (2010). Gender in English language and EFL textbooks. A term paper submitted to Halmstad University. Hogskola.
Sileo, T. W., & M. Prater. (1998). ‘Preparing professionals for partnerships with parents of students with disabilities: Textbook considerations regarding cultural diversity.’ Exception Children.
Internet Material
Pavlenko, Anetta. (2004). ‘Gender and sexuality in foreign and second language education: Critical and feminist approaches’. Critical Pedagogies and Language Learning (Cambridge Applied Linguistics, pp. 53-71). Cambridge: Cambridge University Press. Available from: Accessed: April 4 2017
Reijo, Yoshihara. (2014). ‘The Feminist EFL Classroom: What and How do Feminist Teachers Teach in University EFL Classrooms?” Availbale from: Acessed: April 3 2017
Thomson, Stefan. ‘PERCEPTIONS OF GENDER DIFFERENCE: AN ANALYSIS OF AN EFL TEXTBOOK.’ University of Birmingham, MA TESL/TEFL. Available from: . Accessed: April 3 2017
Sugimoto, Toyohisa e Rahimpour, Massoud e Yaghoubi-Notash, Massound. ‘Exploring the Role of Attitude, Motivation and Gender in EFL Learning.’ Seijo University, Tokyo. Available from: . Accessed: April 2
• Identify what has been studied on the field of the English education concerning gender and learning.
• Determine whether if, according to research, a gender has any more disadvantages than another on oral communication during English Language Education.
2. JUSTIFICATION
Whit the crescent discussion in our country around gender issues in the classroom and how to deal with it, this research revolves around the question; could gender affect one’s education? Including the many examples of the underrepresentation of the female group in textbooks used by learners and the expectation of performance on men/women, could education improve with the discussion around sexism and bias on the school setting?
Culture pertains to gender, language …show more content…
The knowledge of discourses on gender and sexuality dominance in a particular culture could become crucial in deciding whether a particular saying is a polite compliment, light-hearted joke or an attempt at sexual harassment. The lack of such knowledge may lead to miscommunication and negative attitudes toward the targeted language.
Although scientifically one gender is not more proficient than the other in learning abilities, a handful of elements causes Disadvantage for women in relation to the chance of learning.
Working towards gender equality in education should not only focus on equal access to education but give the deserved attention to the contents of schooling. The improvement of school enrolment among kids should be pursued in developing countries; recent research examines sexual harassment as social and discursive practice that may restrict women’s movement in the community, decrease in the amount of interaction with the targeted language speakers and promote resentment and resistance to the target language (Ehrlich, 2001).
3.1. THE ROLE OF …show more content…
(2008) ‘An Introduction to Language and Society’. 2nd edition. London: Routledg
Mustedanagic, A. (2010). Gender in English language and EFL textbooks. A term paper submitted to Halmstad University. Hogskola.
Sileo, T. W., & M. Prater. (1998). ‘Preparing professionals for partnerships with parents of students with disabilities: Textbook considerations regarding cultural diversity.’ Exception Children.
Internet Material
Pavlenko, Anetta. (2004). ‘Gender and sexuality in foreign and second language education: Critical and feminist approaches’. Critical Pedagogies and Language Learning (Cambridge Applied Linguistics, pp. 53-71). Cambridge: Cambridge University Press. Available from: Accessed: April 4 2017
Reijo, Yoshihara. (2014). ‘The Feminist EFL Classroom: What and How do Feminist Teachers Teach in University EFL Classrooms?” Availbale from: Acessed: April 3 2017
Thomson, Stefan. ‘PERCEPTIONS OF GENDER DIFFERENCE: AN ANALYSIS OF AN EFL TEXTBOOK.’ University of Birmingham, MA TESL/TEFL. Available from: . Accessed: April 3 2017
Sugimoto, Toyohisa e Rahimpour, Massoud e Yaghoubi-Notash, Massound. ‘Exploring the Role of Attitude, Motivation and Gender in EFL Learning.’ Seijo University, Tokyo. Available from: . Accessed: April 2