How Does Gender Affect Pupils´ Behaviour and Development? Gender-related Heterogeneity in the EFL-Classroom (e-book) (used book) | bookbook.eu

Description

Seminar paper from the year 2018 in the subject Didactics - English - Miscellaneous, grade: 1,3, University of Cologne, language: English, abstract: Heterogeneity is present in many aspects of today's life. In school heterogeneity can be found in many facets - the pupils' and teachers' different ages, different looks, different clothing, different ethnicities, different mother tongues, different behavior, different learning prerequisites and - not to forget - the different genders. "[I]dentities, including gender identity, are not stable things but are an effect of interaction with others" (Huajing 2011, p. 5). For this reason, it is interesting to have a look at to what extent gender plays a role in the EFL-classroom where interaction and communication between the two genders are an essential component. The EFL-classroom is a place where students come with a wide range of different prerequisites. Still, each of them should have the opportunity to develop and improve their language learning skills. Gender is one important factor which can affect the pupils' development. Therefore, this work aims at presenting and critically discussing gender-related stereotypes in the EFL-classroom and in schools in general and how they affect the pupils' behavior and development. The students' as well as the teachers' ascriptions towards the two genders "male" and "female" are being discussed and the way teachers should be aware of gender-related stereotypes is brought up. First, the different aspects of heterogeneity in the EFL-classroom are defined. Afterwards, gender as one aspect of heterogeneity is elucidated. The terms gender and sex are being differentiated and important aspects of gender equity and gender differences are named. Chapter 4 deals with gender-related stereotypes in the EFL-classroom and in school in general. The ideal female and the ideal male characteristics are specified and disadvantages of gender-related ascriptions by teachers and pupils are discussed. The last chapter illustrates the teachers' role in the EFL-classroom where stereotypes are practiced and how they should react to gender-related ascriptions. The work closes with a conclusion.