Girls being quiet: a problem for foreign language classrooms?

Jane Sunderland

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EFL/ESL Teaching and Learning Gender, Sexuality, and Education Gender Studies in Language

Abstract

The majority of quantitative and arguably of qualitative studies of gendered classroom discourse have produced depressing findings in terms of the quality and quantity of teacher attention female students attract/receive and the amount of talk they produce. In the language classroom, considered by many teachers to be a ‘girls’ world’, findings may be rather different.

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1993Discourse and Social Change.1983Principles and Practice in Second Language Acquisition 1986The Input Hypothesis: Issues and Implications 1986Input in Second Language Acquisition 1976Towards an analysis of discourse: The English used by teachers and pupils 1998Second language classrooms research on teaching and learning 1988Second Language Classrooms 1991Second Language Teacher Education

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2014The impact of teaching communication strategies on EFL learners’ Willingness to Communicate 2010Theorizing Gender Perspectives in Foreign and Second Language Learning 2008Boys and French as a second language: A research agenda for greater understanding

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