Gender and language education studies have multiplied in the past one decade. However, it does not appear that any state-of-the-art article has reviewed the various undertakings. This paper attempts to fill this gap by focusing on gender representation in learning materials and classroom interaction studies globally within gender and education literature. Selected studies from the 70s to date are reviewed under three phases and suggestions for further investigation are made with the anticipation that learning materials and classroom interaction studies would help facilitate the achievement of the goal of gender equality in and through education.

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Scholars' interest in the speech act of complimenting has grown over the years for many reasons one of which is its being robust with sociolinguistic information. However, it appears that many studies still grapple with what the compliment is because of its nature which has been described to be naturally ubiquitous and many times overlapping with other speech functions. In addition, fieldwork experiences have also called for the need to define the compliment although some scholars have argued that there is no need to define the act. In this paper, we glean from fieldwork experiences and data analysis in a study of 1200 compliments in Nigerian English to support the claim that a definition is needful and to propose some defining characteristics (termed approaches) that might be useful for those researching on the compliment data.

The concept of representation has been taken up in many disciplines, largely, in visual arts, music, media studies, feminism, gender studies among others.The particular interest that researchers in gender and education studies have taken in gender representation has yielded many studies that have in turn reported interesting findings that are instrumentals to revision of learning materials and education process/programmes in some countries.This paper explicates on the concept of representation and its dynamics through learning materials in order to stress a need for studies in under-researched sites and to shedlight on the importance of gender representation in text studies with the anticipation that those who do not share this orientation, and whose take on the concern with gender representation in learning materials studies is that it is a nonessential issue in education mightbe able to appreciate both the undertakings and the findings of studies on gender representations in textbooks.Keywords: representation, gender equality, socialisation, learning materials, education

Some linguists argue that bilinguals' knowledge and competence in their first language contribute to effective second language learning. On the contrary, other linguists who favour monolingualism hold that the first language stands as an obstacle for bilinguals. These opposing views motivated the present undertaking. Thus this study investigates the performance of both bilingual and monolingual learners' of English Language in a second language situation in Nigeria. Terminal results in English Language tests of 108 Yoruba/English bilinguals and 108 Nigerian English monolinguals at the Senior Secondary School level were compared. Findings revealed that, on the one hand, more bilinguals are found in the pass region than monolinguals; on the other hand, more monolinguals were found in the fail region than bilinguals. These results confirm the position that bilingualism plays supportive role in second language learning, especially in second language situation. Consequently, stakeholders in second language learning might need to strengthen the learning and use of bilinguals' first language in order to enhance effective second language learning.