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Social Constructions of Gender
Transcript of Social Constructions of Gender
Jenniffer Achury and Diana Ramirez
Licenciatura en Educación Bilingüe con énfasis en la enseñanza del Inglés
Universidad El Bosque GENDER SOCIAL CONSTRUCTIONS OF GENDER
Martin and Ruble (2004) Fairclough (2010)
Mackay (2004) IDENTITY DISCOURSE THEORETICAL FRAMEWORK Litosseliti and
Sunderland (2002) Fearon (1999) RATIONALE STATEMENT OF THE PROBLEM What social constructions of gender are performed and unveiled through the interactions of tenth-grade EFL learners in El Bosque Bilingual School?
How are social constructions of gender reflected in learners’ synergies? OBJECTIVES To determine how social structures of gender are constructed and performed through spoken interactions in the EFL classroom. To characterize how social constructions of gender influence the quality of the learners’ synergies. DATA COLLECTION INSTRUMENTS: TYPE OF DATA SETTING AND PARTICIPANTS Initial questionnaire
Interviews TYPE OF STUDY: El Bosque Bilingual School
Tenth-grade students (Fourteen boys and seven girls, between 15 and 19 years old) INSTRUCTIONAL DESIGN A dialectical-relational approach to critical discourse analysis in social research STAGE 4 STAGE 3 STAGE 2 STAGE 1 Focus upon a social wrong, in its semiotic aspect. Identify obstacles to addressing the social wrong. Consider whether the social order 'needs' the social wrong. Identify possible ways to past the obstacles. Since teaching practices are mostly based on language components only. It is imperactive to make people understand how language goes beyond the structure itself through discourse. Social constructions of gender must be considered in the classroom because learners need to: ANALYZING THE COLLECTED DATA FINDINGS I Express Myself Based on How I Perceive the World CATEGORIES Pink Girls and Blue Boys in the Classroom SAMPLE #1 SAMPLE #3 SAMPLE #4 SAMPLE #5 SAMPLE #6 CONCLUSIONS KEY REFERENCES Butler (1993) Fairclough (2010) Distinctions in
social practices: Genre: Ways of acting Styles: Ways of being Fairclough, N. (1989). Language and power (pp. 43-44).London: Longman.
Fairclough, N. L. (1995). Critical discourse analysis: The critical study of language (p.135). Harlow, UK: Longman.
Fairclough, N. (1999). Democracy and the public sphere in critical research on discourse. In R. Wodak and C. Ludwing (eds) (pp. 456-457).Challenges in a Changing World: Issues in Critical Discourse Analysis. Vienna: Passagen Verlag.
Fairclough, N. (2010). Critical Discourse Analysis: The Critical Study of Language. (2nd ed.). London: Pearson Longman. 39. You imagine a man cleaning the house, you imagine a man in a house doing that kind of jobs?
40. The worker has to be strong, but there are a lot of men that think that woman are more stronger than men, I think that more suitable work for women are in the house is not that the men can’t do it either, I mean it is more common to see a woman work in the house than in an office but it doesn’t mean they can’t do the same job”
(SP-R0001, 24-05-2012 VR) To improve EFL acquisition-learning.
To frame learners into a social group.
To construct ourselves in an EFL setting. Descriptive and critical data analysis:
language form, meaning and in a context (linguistic/semiotic)
social interaction guided through gender (interdiscursive) Cualitative study of Critical Discourse Analysis CDA focused on social relations, based on Fairclough 2010. Teaching-learning To transform teacher's perspectives about teaching and learning practices. Discourses: ways of
Non-participant direct observation evidenced in video recordings (Debate-Poster session.) UNIT OF ANALYSIS: Personality: Innate? Constructed? Or Influenced by Others? IMPLICATIONS To use this research project as a starting point to include social constructions of language into gender based curricula. To change learners' perspectives about interacting socially in EFL. The study found many ways in which social constructions of gender are reflected in the EFL classroom. Students' personality is innate, constructed, and influenced by others. Students express themselves based on how they percieve the world Pink girls and blue boys
in the classroom SAMPLE #2 CL boy: The human is slave of the fashion.
VM girl: the picture mean to me that in this moment, in this time, the women are the queens of the world. We can control all the ideas and the moves if we want.
(30-10-2012) Learners' social constructions of gender were reflected in the classroom in two conceptions:
Social stereotypes Identity inmersed in social constructions of gender represented the way a person is constructed individually and socially through:
Social stereotypes Discourse allowed people to construct their own world through language inside EFL human interactions.
Power of language
Dominant (arguments we manage with authority) and non dominant discorses (arguments that are unfamiliar) STAGE 1 STAGE 2 STAGE 3 STAGE 4 Analyzing language from several meanings and cultural representations Interactions between learners An apple a day,
keeps the doctor away. New York City