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Female EFL teachers: shifting and multiple gender and language-learner identities

Gender studies have taken an important role within the academic community, and specifically in the field of second and foreign languagelearning. In this paper I use a Feminist Poststructuralist Discourse Analysis (FPDA) study to explore how emergent femininities construct genderidentities and power...

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Detalles Bibliográficos
Autor Principal: Rojas, María Ximena
Formato: Artículo (Article)
Lenguaje:Inglés (English)
Publicado: Universidad Distrital Francisco José de Caldas 2012
Materias:
Gender
Social Identity
Power
Femininities
Positioning
Discourse
Language Learning. Teacher-education
Acceso en línea:http://hdl.handle.net/11349/18060
id ir-11349-18060
recordtype dspace
spelling ir-11349-180602019-09-19T21:23:32Z Female EFL teachers: shifting and multiple gender and language-learner identities Rojas, María Ximena Gender Social Identity Power Femininities Positioning Discourse Language Learning. Teacher-education Gender studies have taken an important role within the academic community, and specifically in the field of second and foreign languagelearning. In this paper I use a Feminist Poststructuralist Discourse Analysis (FPDA) study to explore how emergent femininities construct genderidentities and power relations inside the EFL classroom setting through interaction. I argue that identities are multiple and shifting accordingto the way individuals position and reposition themselves through discourse(s). In doing so, gender identities can be identified and related tolearners’ identities in EFL contexts. I chose a Feminist Poststructuralist Discourse Analysis (FPDA) methodology (Baxter, 2003) in order toidentify telling cases (Mitchell, 1984) during interactions in which, female adult students from a private university in Bogotá, Colombia makeexplicit the exercising of power during classroom activities, such as debates (Castañeda- Peña, 2009) and disputes (Toohey, 2001) in foreignlanguage learning. I chose video recordings, transcripts and interviews as instruments to cope with the objectives of the study as well as toaccomplish the methodological suggestions. Findings suggest the importance of being aware of the multiplicity of gender identities that mayintervene when learning a language and how to deal with more egalitarian discourses and activities during classes that guarantee, to someextent, the empowerment of silent voices. 2012-06-14 2019-09-19T21:23:32Z 2019-09-19T21:23:32Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares Peer-reviewes Article https://revistas.udistrital.edu.co/index.php/calj/article/view/3823 10.14483/22487085.3823 http://hdl.handle.net/11349/18060 eng https://revistas.udistrital.edu.co/index.php/calj/article/view/3823/5389 https://revistas.udistrital.edu.co/index.php/calj/article/view/3823/6120 application/pdf text/html Universidad Distrital Francisco José de Caldas Colombian appl. linguist. J.; Vol 14, No 1 (2012) January-June; 92 - 107 Colombian Applied Linguistics Journal; Vol 14, No 1 (2012) January-June; 92 - 107 2248-7085 0123-4641
institution Universidad Distrital Francisco José de Caldas
collection DSpace
language Inglés (English)
topic Gender
Social Identity
Power
Femininities
Positioning
Discourse
Language Learning. Teacher-education
spellingShingle Gender
Social Identity
Power
Femininities
Positioning
Discourse
Language Learning. Teacher-education
Rojas, María Ximena
Female EFL teachers: shifting and multiple gender and language-learner identities
description Gender studies have taken an important role within the academic community, and specifically in the field of second and foreign languagelearning. In this paper I use a Feminist Poststructuralist Discourse Analysis (FPDA) study to explore how emergent femininities construct genderidentities and power relations inside the EFL classroom setting through interaction. I argue that identities are multiple and shifting accordingto the way individuals position and reposition themselves through discourse(s). In doing so, gender identities can be identified and related tolearners’ identities in EFL contexts. I chose a Feminist Poststructuralist Discourse Analysis (FPDA) methodology (Baxter, 2003) in order toidentify telling cases (Mitchell, 1984) during interactions in which, female adult students from a private university in Bogotá, Colombia makeexplicit the exercising of power during classroom activities, such as debates (Castañeda- Peña, 2009) and disputes (Toohey, 2001) in foreignlanguage learning. I chose video recordings, transcripts and interviews as instruments to cope with the objectives of the study as well as toaccomplish the methodological suggestions. Findings suggest the importance of being aware of the multiplicity of gender identities that mayintervene when learning a language and how to deal with more egalitarian discourses and activities during classes that guarantee, to someextent, the empowerment of silent voices.
format Artículo (Article)
author Rojas, María Ximena
author_facet Rojas, María Ximena
author_sort Rojas, María Ximena
title Female EFL teachers: shifting and multiple gender and language-learner identities
title_short Female EFL teachers: shifting and multiple gender and language-learner identities
title_full Female EFL teachers: shifting and multiple gender and language-learner identities
title_fullStr Female EFL teachers: shifting and multiple gender and language-learner identities
title_full_unstemmed Female EFL teachers: shifting and multiple gender and language-learner identities
title_sort female efl teachers: shifting and multiple gender and language-learner identities
publisher Universidad Distrital Francisco José de Caldas
publishDate 2012
url http://hdl.handle.net/11349/18060
_version_ 1712443799538499584
score 12,111491

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