Advantage Girls: A Look at Women's Language in the Classroom

Autor/in	Meliza, Evette
Titel	Advantage Girls: A Look at Women's Language in the Classroom
Quelle	In: Action in Teacher Education, 30 (2009) 4, S.84-95 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
Schlagwörter	Females; Language Usage; Classroom Environment; Algebra; Gender Differences; Nonverbal Communication; Intonation; Paralinguistics; Student Reaction; Sociolinguistics + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Sprachgebrauch; Klassenklima; Unterrichtsklima; Geschlechterkonflikt; Non-verbal communication; Nonverbale Kommunikation; Paralinguistik; Schülerkritik; Soziolinguistik
Abstract	While others have focused on gender-based language and the workplace, this research study explores gender-based language, in this case women's language, and the classroom. The study specifically examines examples of women's language and how this language affects student response in the classroom. Five variables have been identified as characteristic of women's language--politeness, gestures, intonation, praise/saving face for others, and tag questions--and were used to evaluate the language of a female teacher in an Algebra II classroom. The data, consisting of field notes and transcriptions of audiotaped lessons, were analyzed for evidence of terms, expressions, and gestures associated with women's language. Observed student responses to the teacher's use of women's language were also analyzed. Findings indicate that the teacher used examples of traits associated with women's language throughout the lessons, as well as a range of intonation patterns and numerous hand gestures. Findings also showed that the students responded favorably to the teacher's use of women's language, as evidenced by smiles, relaxed body language, and voluntary participation in the lessons. This study has implications for teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10