In this first-hand study of the relationship of gender, ethnicity and the participation of children within an English-language teaching classroom, Julé re-assesses Lacan's approach to belonging with other theoretical approaches to gender and language, making use of case-study methods. She asks key questions: Are there observable tendencies in the way that boys and girls receive and use talk in the classroom? How might such tendencies be constructed or encouraged within an ESL classroom, where gender and ethnicity intersect in particular ways?

A Beginner’s Guide to Language and Gender offers a broad and accessible introduction to the study of gender and language use for those new to the subject. The book introduces the theoretical and practical perspectives, including relevant frameworks necessary to understand ways in which language interacts with gender/sex in various settings, including: in media, in schools, in places of business, in places of worship, and at home.

Why are second language learners in Japan's universities so silent? This book investigates the perplexing but intriguing phenomenon of classroom silence and draws on ideas from psychology, sociolinguistics and anthropology to offer a unique insight into the reasons why some learners are either unable or unwilling to speak in a foreign language.

Gender in the Language Classroom is a significant new work in the field of gender research. This text features a number of dedicated researchers that offers a comprehensive discussion of gender in the language classroom. Gender in the Language Classroom is a welcome addition to the McGraw-Hill Second Language Professional Series. It continues the tradition of offering well-investigated topics relevant to both researchers and teachers.

A collection of empirical studies on gender and the acquisition, development, meaning and use of vocabulary by female and male adult, adolescent, and young learners of English and Spanish as a second or foreign language. Up-to-date research identifies relationships between gender and vocabulary in a language classroom context.

The aim of this volume is to offer an international panorama of gendered and sexualised experiences, with new and original data collected from a variety of cultural settings and sociopolitical contexts. We look at many parts of the world (Japan, Sweden, Poland, Cyprus, Spain, US, Australia, Canada, Hungary) with different assumptions and expectations, often revealing various research practices and traditions. Gendered or sexualized discourses are unstable constructions, in permanent transition, in a perpetual struggle to gain social legitimacy and to counter the workings of opposite discourses. They constitute privileged vantage points from which one can observe and judge power relationships. New identities are created and reproduced, refused and challenged. This volume explores, among other issues, the perpetuation of hegemonic masculinity in Evangelical universities; the pharmaceutical industry’s promotion of biometaphors involving a shopping strategy which revolves around compulsory heterosexuality; the perpetuation of Greek-Cypriot men’s sexual superiority over women; the Catholic Church's attempt to impose a restrictive view of religion and of sexual ethics; the consolidation of American TV shopping channels as a setting where middle-class femininity and consumption are linked stereotypically; the negotiation of gender- and sex-related norms in groups of British Bangladeshi girls. Even heterosexuality, as the unmarked form of sexual identity and the primary site for the reproduction of gender difference, needs to reassert its normative and prescriptive status, maybe through the silent workings of tradition. By suggesting the concept of transition, we resist seeing the idea of identity as a fixed and definitive category. Gender and sexual identities are never at rest. One is never finished developing into a woman or a man, or any other gender/sexual identity. Contributors include: Joan Pujolar, Andrea Simon-Maeda, Allyson Jule, Stina Ericsson, Agnieszka Kiełkiewicz-Janowiak, Joanna Pawelczyk, Nóra Schleicher, Elli Doukanari, Pilar Garcés-Conejos, Lidia Tanaka, José Santaemilia and Pia Pichler.

This book examines the whys and wherefores of family language transmission from the perspective of parents as language planners and managers of their linguistic resources. It draws on a qualitative, interview-based study of twenty families in which German is, was, or could have been the target language. Successive census analyses have charted a marked decline in the number of German speakers in Australia, indicating that motivation for transmitting German has waned. The situations where it is presently being transmitted are therefore particularly interesting. Data analysis was facilitated by a decision map depicting the planning, implementation and outcome phases of the transmission undertaking. The main findings show that the parents' decision is negotiated around their own needs, interests and ambitions in terms of child-focussed, reciprocal and parent-centred motives. These, in turn, are linked to transmission strategies and the linguistic outcomes for the children. Through an understanding of the motivational issues arising in this context, it will hopefully be possible to better predict the effectiveness of the transmission strategies presently applied.