Boys’ and Girls’ Gendered Voices in EFL Debates
This article reports a case study conducted at a school in Bogotá. It was based on constructivist and poststructuralist frameworks that viewed gender positioning as a social construction in foreign language learning contexts (Baxter, 2003; Sunderland, 1992; Tannen, 1996). Aiming to understand how ni...
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doaj-f7e7290c72e34104b2accede398df1922020-11-24T22:12:42ZengASOCOPIHOW0120-59270120-59272012-12-011916175Boys’ and Girls’ Gendered Voices in EFL DebatesLuis Leonardo Cabezas Galicia0Leidy Milena Florez Fernández1María Fernanda Camacho Posada2Universidad Distrital Francisco José de CaldasUniversidad Distrital Francisco José de CaldasUniversidad Distrital Francisco José de CaldasThis article reports a case study conducted at a school in Bogotá. It was based on constructivist and poststructuralist frameworks that viewed gender positioning as a social construction in foreign language learning contexts (Baxter, 2003; Sunderland, 1992; Tannen, 1996). Aiming to understand how ninth grade gender positioning is constructed, and how gendered discourses emerge in EFL debates, we carried out interviews and observations and analyzed those issues following feminist poststructuralist discourse analysis (FPDA) principles (Baxter, 2008). Findings suggest that learners view themselves as both masculine and feminine, using their interests and behaviors as the principal means of defining their gender positioning discursively in debates in another language (L2).http://howjournalcolombia.org/index.php/how/article/view/38DebatesEFLgender positioninggendered discoursesL2 |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Luis Leonardo Cabezas Galicia Leidy Milena Florez Fernández María Fernanda Camacho Posada |
spellingShingle |
Luis Leonardo Cabezas Galicia Leidy Milena Florez Fernández María Fernanda Camacho Posada Boys’ and Girls’ Gendered Voices in EFL Debates HOW Debates EFL gender positioning gendered discourses L2 |
author_facet |
Luis Leonardo Cabezas Galicia Leidy Milena Florez Fernández María Fernanda Camacho Posada |
author_sort |
Luis Leonardo Cabezas Galicia |
title |
Boys’ and Girls’ Gendered Voices in EFL Debates |
title_short |
Boys’ and Girls’ Gendered Voices in EFL Debates |
title_full |
Boys’ and Girls’ Gendered Voices in EFL Debates |
title_fullStr |
Boys’ and Girls’ Gendered Voices in EFL Debates |
title_full_unstemmed |
Boys’ and Girls’ Gendered Voices in EFL Debates |
title_sort |
boys’ and girls’ gendered voices in efl debates |
publisher |
ASOCOPI |
series |
HOW |
issn |
0120-5927 0120-5927 |
publishDate |
2012-12-01 |
description |
This article reports a case study conducted at a school in Bogotá. It was based on constructivist and poststructuralist frameworks that viewed gender positioning as a social construction in foreign language learning contexts (Baxter, 2003; Sunderland, 1992; Tannen, 1996). Aiming to understand how ninth grade gender positioning is constructed, and how gendered discourses emerge in EFL debates, we carried out interviews and observations and analyzed those issues following feminist poststructuralist discourse analysis (FPDA) principles (Baxter, 2008). Findings suggest that learners view themselves as both masculine and feminine, using their interests and behaviors as the principal means of defining their gender positioning discursively in debates in another language (L2). |
topic |
Debates EFL gender positioning gendered discourses L2 |
url |
http://howjournalcolombia.org/index.php/how/article/view/38 |
work_keys_str_mv |
AT luisleonardocabezasgalicia boysandgirlsgenderedvoicesinefldebates AT leidymilenaflorezfernandez boysandgirlsgenderedvoicesinefldebates AT mariafernandacamachoposada boysandgirlsgenderedvoicesinefldebates |
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1725802689929936896 |