Gendered address terms in reproach sequences in classroom interaction

Tainio, Liisa

doi:10.1016/j.linged.2010.09.004

Cited by 23 publications

(17 citation statements)

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“…The use of gendered address may be considered one further recognizable feature of teacher discourse that students may attend to and draw upon. This is consistent with recent research on the construction of gender categories in classroom interaction, which focuses on the use of the member category of "boys" in teacher reproach, revealing that this category can be subsequently used by peers (Tainio, 2011). In fact, previous studies have found Finnish teachers to use gendered address more frequently than those in the United Kingdom (Gordon, 2004;Palmu, 2003).…”

Section: Siding With the Teacher: Indexing Gender And Authoritysupporting

confidence: 88%

Social organization through teacher-talk: Subteaching, socialization and the normative use of language in a multilingual primary class

Mökkönen

2012

Linguistics and Education

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Section: Siding With the Teacher: Indexing Gender And Authoritysupporting

confidence: 88%

Social organization through teacher-talk: Subteaching, socialization and the normative use of language in a multilingual primary class

Mökkönen

2012

Linguistics and Education

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“…The qualitative work of some authors supports this hypothesis of student reaction against teacher treatment they perceive as being unfair. Taino () shows how students can resist teachers' use of gendered address terms such as ‘come on guys' by teasing or even openly criticising teachers on their practices. Öhrn () in her qualitative study also describes confrontational mechanisms.…”

Section: Discussionmentioning

confidence: 99%

Effects of professional development on teachers' gendered feedback patterns, students' misbehaviour and students' sense of equity: results from a one‐year quasi‐experimental study

Consuegra

Engels

2016

British Educational Res J

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There have been numerous studies investigating the extent to which teacher-student classroom interactions differ between boys and girls and the results of these studies suggest that teacher negative feedback is higher for boys, which in turn leads to lower levels of on-task behaviour. The article describes the results of a quasi-experimental study, involving 30 teachers and a selection of 129 of their students, aimed at improving teacher feedback patterns, student behavioural responses and student perception of equity in the classroom environment. Fifteen teachers took part in a fivesession professional development programme in which they investigated their own teaching practice by means of collaborative appreciative inquiry. The pre-test and post-test data in the control group illustrate that girls who receive very high levels of positive feedback at the beginning of the year succeed in maintaining and even strengthening their position as favoured students while at the same time lowering their level of raising hands and increasing their level of calling out to the teacher. By contrast, the data in the intervention group show a drop of very high levels of positive feedback and we see the levels of misbehaviour in boys and girls rise. Students' sense of equity increases for all conditions to some extent. The paper considers two alternative explanations for the results: some students actively resist changes in teacher treatment and various confounding factors might have been omitted. Implications and suggestions for further research and the design of professional development programmes on gendered classroom interactions are discussed.

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“…Previous research has shown that address terms are employed in conversation for a number of different purposes (Clayman, 2010;Lerner, 2003;Norrick & Bubel, 2009;Rendle-Short, 2007;Wootton, 1981; see also Brown & Levinson, 1987, pp. 108-109).…”

Section: Introductionmentioning

confidence: 99%

“…When used as a summons, the address term assures the availability of the recipient and projects another action (Lerner, 2003, p. 189;Schegloff, 2007, p. 48). In the initial position, it is used in order to get the addressed recipient's attention (Lerner, 2003, p. 184), and also, for instance, to mark a thematic departure from the prior line of discussion or a special need of monitoring by the recipient (Clayton, 2010;Rendle-Short, 2007;Wootton, 1981).…”

Section: Introductionmentioning

confidence: 99%

“…It then functions more as a solicit mechanism since the recipient might already have monitored and given attention to the turn (Lerner, 2003, pp. 185-186;Rendle-Short, 2007) and since the address term might even be used when no one else is present (Wootton, 1981). This applies to Finnish conversations as well: address terms such as nicknames or terms of endearment positioned at the end or in the middle of a TCU are rather often used, for example, when praising or reproaching someone (Hakulinen et al, 2004(Hakulinen et al, , p. 1025.…”

Section: Introductionmentioning

confidence: 99%

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