NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1347911
Record Type: Journal
Publication Date: 2022
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0015-718X
EISSN: EISSN-1944-9720
Available Date: N/A
Gender-Just Language Teaching and Linguistic Competence Development
Foreign Language Annals, v55 n3 p644-667 Fall 2022
Within a broad turn toward identity-focused pedagogies, educators are increasingly recognizing the critical impetus to engage with gender in expansive and inclusive ways. However, challenges persist. Often inadequate supports are exacerbated by a lack of empirical investigations into whether and how gender-just language teaching may contribute to student learning. Thus, very little is known about how this ethical imperative interfaces with linguistic outcomes. To respond, this study analyzed linguistic accuracy and complexity in assignment data from 112 US undergraduate students enrolled in one of three iterations of an intermediate French course, which varied in whether and when gender-just pedagogies were introduced. Results indicated that gender-just language pedagogies contribute to significantly lower overall mean error rates but do not have a statistically significant relationship with mean length of utterance. Implications are discussed, including the clear benefit of an early-and-often approach to gender justice in the language classroom.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A