Boys and Foreign Language Learning
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Home > Society and Social Sciences > Education > Higher education, tertiary education > Teacher training > Boys and Foreign Language Learning: Real Boys Don't Do Languages
Boys and Foreign Language Learning: Real Boys Don't Do Languages

Boys and Foreign Language Learning: Real Boys Don't Do Languages


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About the Book

How do boys from the major English-dominant communities of the world explain their apparent lack of interest in the foreign languages option? Is this a 'curriculum misalignment' issue? A reaction to language teaching approaches? Tension between performed masculinities and language practice? This book explores the boys-languages relationship as explained by boys themselves. Based on data collected from more than 200 boys in different secondary schools, it identifies key dimensions of this unsuccessful relationship: dominant discourses of masculinity, with an emphasis on 'doing' and nervousness around the girl-associated activity of 'talk'; issues of pedagogy, curriculum and communicative practice; the perceived relevance, interest and effectiveness of language programs in terms of boys' social worlds. Supporting data collected from teachers and from girls who share classrooms with boys confirm the power of normative narratives about what boys/girls are 'good' at; and help to explain the continuingly skewed gender profile of language classrooms.

Table of Contents:
Preface Acknowledgements PART 1: INTRODUCTION Contextual Frame The Structure of the Book PART 2: SETTING THE SCENE Foreign Language Learning: The Learning of Another Language Foreign Language Learning in English Language Countries: A Historically Gendered Area of Study? Boys and Girls Participating in School-based Foreign Language Learning: A Statistical Overview PART 3: THE GENDERING OF LANGUAGES EDUCATION Gender and Schooling Debates: Focus on the Boys Theoretical Framing PART 4: BOYS TALKING Background to the Project and Methodology The Study PART 5: OTHER BOYS TALKING School A: Beaconsfield College School B: Pensborough College School C: St Barnaby's College Summary PART 6: TEACHERS TALKING Nature or Nuture PART 7: GIRLS TALKING ABOUT BOYS Girls' Talk PART 8: READING BETWEEN THE LINES Reconnecting the Theory Our Research Questions PART 9: CHANGING THINKING, TRANSFORMING ACTION Navigating New Times in Old Style: The Outer Frame The School Cirriculum and Administration Frame The Teaching and Learning Frame The Inner Boys-languages Frame: Boy-friendly Pedagogy? References Index

About the Author :
JO CARR is Senior Lecturer in the School of Cultural and Language Studies in Education at the Queensland University of Technology, Australia. Her research work focuses on the interconnection between language, culture and identity, with a particular interest in critical analysis of second/foreign language teaching and learning. ANNE PAUWELS is Professor of Linguistics and Dean of Arts, Humanities and Social Sciences at the University of Western Australia. Her research focuses on the intersection between language, gender and ethnicity as well as on feminist language planning in a global context. She is author of Women Changing Language.


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Product Details
  • ISBN-13: 9780230501652
  • Publisher: Palgrave Macmillan
  • Publisher Imprint: Palgrave Macmillan
  • Sub Title: Real Boys Don't Do Languages
  • ISBN-10: 0230501656
  • Publisher Date: 30 Nov 2005
  • Binding: Digital (delivered electronically)


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