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Gender and Language Learning

Research and Practice

Beschreibung

Although Gender Studies have found their way into most domains of academic research and teaching, they are not directly in the spotlight of foreign language teaching pedagogy and research. However, teachers are confronted with gender issues in the language classroom everyday. By the use of language alone, they construct or deconstruct gender roles; with the choice of topics they shape gender identities in the classroom; and their ways of approaching pupils clearly mirrors their gender sensitivity. The book "Gender and Language Learning" aims at raising awareness towards gender issues in different areas of foreign language teaching and learning. The primary objective of the book is to spark university students', trainee teachers' and in-service teachers' analysis and reflection of gender relations in the foreign language learning and teaching section.

Open Access Angabe

Although Gender Studies have found their way into most domains of academic research and teaching, they are not directly in the spotlight of foreign language teaching pedagogy and research. However, teachers are confronted with gender issues in the language classroom everyday. By the use of language alone, they construct or deconstruct gender roles; with the choice of topics they shape gender identities in the classroom; and their ways of approaching pupils clearly mirrors their gender sensitivity. The book "Gender and Language Learning" aims at raising awareness towards gender issues in different areas of foreign language teaching and learning. The primary objective of the book is to spark university students', trainee teachers' and in-service teachers' analysis and reflection of gender relations in the foreign language learning and teaching section.

Beschreibung

Prof. Dr. Daniela Elsner ist Inhaberin des Lehrstuhls für Didaktik der englischen Sprache und Sprachlehrforschung am Institut für England- und Amerikastudien an der Goethe-Universität Frankfurt am Main. Arbeits- und Forschungsschwerpunkte: Fremdsprachenlernen in der Grundschule, bilingualer Unterricht, Mehrsprachigkeit und Fremdsprachenlernen, Multiliteralität; Qualität der Lehrerbildung.

Viviane Lohe ist wissenschaftliche Mitarbeiterin in der Abteilung für Didaktik der englischen Sprache und Sprachlehrforschung am Institut für England- und Amerikastudien an der Goethe-Universität Frankfurt am Main. Arbeits-und Forschungsschwerpunkte: Language Awareness, Bildungsstandards und kompetenzorientierter Unterricht, frühes Fremdsprachenlernen, Mehrsprachigkeit und Englischunterricht, Gender und TEFL.

Leseprobe

Inhaltsverzeichnis

  • BEGINN
  • Table of Contents
  • Chapter I: Gender and TEFL
  • Introduction to Teaching Gender in the EFL Classroom: Daniela Elsner & Viviane Lohe, Goethe-University Frankfurt/Main, Germany
  • What Does It Mean to Teach About Gender? Gender Studies and Their Implications for Foreign Language Teaching: Lotta König, Sonja Lewin & Carola Surkamp, University of Göttingen, Germany
  • Chapter II: Gender and the Teaching Profession
  • Language Teaching – a “Woman’s Job”, a Semi-Profession or a Profession?: Renate Haas, University of Kiel, Germany
  • Fremdsprachendidaktik – a Female Domain?: Britta Viebrock, Goethe-University Frankfurt/Main, Germany
  • Chapter III: Gender and the Learner
  • Female Language Learners Then – and Now? A Historical Perspective on Gender and Foreign Language Learning: Sabine Doff, University of Bremen, Germany
  • Gender Research in EFL Classrooms – or: Are Girls Better Language Learners?: Thomaï Alexiou, Aristotle University of Thessaloniki, Greece
  • Chapter IV: Gender, Language and Texts
  • Gender, Inclusion and English Language Teaching: A Linguistic Perspective: Heiko Motschenbacher, Goethe-University Frankfurt/Main, Germany
  • Gender and Literature: Creating Gender Awareness: Laurenz Volkmann, Friedrich Schiller University Jena, Germany
  • Beyond Stereotypes? Exploring Gender through Popular Culture in the EFL Classroom: Gabriele Linke, University of Rostock, Germany
  • Chapter V: Gender, Topics and Media
  • Topics in the EFL Classroom – Are They Gender-Balanced?: Engelbert Thaler, University of Augsburg, Germany
  • Gender Representation in Selected EFL Textbooks – A Diachronic Perspective: Nora Benitt & Jürgen Kurtz, Universities of Lüneburg and Gießen, Germany
  • Girls Chat, Boys Hack? – Computer-Assisted Language Learning and Gender: Judith Buendgens-Kosten, Goethe-University Frankfurt/Main, Germany
  • References
  • Glossary of Gender-Related Terms
  • List of Contributors

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