Language and Gender in English Language Teaching

Abstract

his paper highlights the impact ofgender differences in English Language Teaching. It explores students’ learning styles as affected by the notions about men and women differences in communication. The data collected in 2008 from 20 males and 20 females’ English students of the State University of Makassar. It is to reveal their attitudes towards speaking to different sex, strategy to express opinion, group work preferences, activeness/passiveness, and their perception to increase English skills dealing with sex difference. It is revealed that female than male students were reluctant to speak to different sex; females preferred the direct way to express opinions (writing), work with the same sex, and tended to be passive in class. In addition, females saw the high possibility to increase their English skills by working with the same sex but the reverse is true for males. These differentstyles of female and male students in learning English were affected by the notions of women’s language.

EFL Teachers’ Perception of the Effectiveness of ICT-ELT Integration During the COVID-19 Pandemic

“…This appears as ICT provides useful software or programs for the teachers to check their students' assignments which can save their time and energy rather than check them manually one by one. This finding is supported by previous studies which revealed the use of ICT can facilitate teachers to assess and monitor their students' progress easier than before [14] [15].…”

Male and Female Instructors’ Instructional Talks in Indonesian College EFL Classrooms: Case Study of Vocational Higher Education in South Sulawesi

“…On the other hand, men in similar circumstances do not show this tendency. This seems in line with (Mahmud, 2015) notion that women tend to speak with reference to the rules of politeness, conversational implicates and interpersonal exploration, while men tend to speak with reference to the rules of conversation and straight factual communication.…”

“…A classroom interaction is essentially a social interaction through language with teacher and students as its participants. Such an interaction is built by two components; teacher talk and student talk (Mahmud, 2015). Being the one in charge, teacher controls the teaching and learning process in the classroom, therefore, whatever he or she says determines how the process goes and students' involvements in the classroom activities.…”

Gender Inequality Represented in English Textbooks: A Literature Review

“…The communication system delivers a code in the forms of sounds, sentences, and words that are affected by several factors, such as gender, culture, class, and race (Aitchison & Wardaugh, 1987). Cultural conditions and social stereotypes control gender roles in communication, as reflected in how men and women use language (Heilman, 2012;Mahmud, 2015;Phillips, 2005). Lakoff (1973) already highlights the difference in language use between men and women and how they are controlled by society and certain cultural values, resulting in language variations that either marginalize women or are internalized by women and further the marginalization (Coates, 2013;Sunderland, 2006).…”