No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Gender and Language Ideologies
Abstract
This chapter explains what is meant by the term "language ideologies" and goes on to examine gender differences in language use as one area in which ideological representations are common. After pointing out that these representations can differ significantly across cultures and through time, it discusses the emergence in contemporary Western societies of a specific representation of male-female difference, here labeled "the myth of Mars and Venus," in popular self-help literature, and the subsequent rise of new representations which place particular emphasis on biological differences. It concludes by considering the relationship between language ideologies and real-world linguistic practices, and suggests that this relationship makes the study of language ideologies an important part of the study of language and gender more broadly.
... There is considerable evidence that gender plays a role in first language (L1) use in both casual (e.g., Aries, 1976;Cameron, 2003;Goodwin, 1990;Holmes, 1998;Tannen, 1990) and educational (e.g., Eckert, 1998) settings. Gender has been shown to influence L1 communication in a number of ways, including interactional style (Goodwin, 1990), conflict-resolution strategies (Sheldon, 1990), and giving and receiving compliments (Holmes, 1998). ...
... Gendered behavioral norms are not biologically fixed. There is, as Cameron (2003) explained, "no universal essence of masculinity or femininity" (p. 188) and gender norms differ substantially across cultural and social groups (Meyerhoff, 2014). ...
... Similarly, even within a single society or community, gender norms can vary widely (Cameron, 2003). Just as cultural differences may inform gendered behavior, so too, may differences in educational attainment and research settings. ...
Corrective feedback is a vital pedagogical tool in language learning. This is the first volume to provide an in-depth analysis and discussion of the role of corrective feedback in second and foreign language learning and teaching. Written by leading scholars, it assembles cutting-edge research and state-of-the-art articles that address recent developments in core areas of corrective feedback including oral, written, computer-mediated, nonverbal, and peer feedback. The chapters are a combination of both theme-based and original empirical studies carried out in diverse second and foreign language contexts. Each chapter provides a concise review of its own topic, discusses theoretical and empirical issues not adequately addressed before, and identifies their implications for classroom instruction and future research. It will be an essential resource for all those interested in the role of corrective feedback in second and foreign language learning and how they can be used to enhance classroom teaching.
... The dominance theory shows that speech style of men reproduces their dominance and higher social status. She also argued that the language differences between males and females are merely a result of their belonging in different cultures (Cameron, 2003) which regarded gender differences as the consequence of diverse socialization of boys and girls. ...
... It is also associated with the deficit approach where women lack some characteristics of men. The deficit approach implies that men dominated in all areas thus leads women into subordinate positions (Cameron, 2003). Men's language is considered more favorable than women's, known as Androcentrism (Bem, 1996;Dabbagh, 2016;Emilia et al., 2017). ...
... It is the result of different styles in communication due to different ways of socializes between the genders (Coates, 1986(Coates, , 2004Tannen, 1990). This approach is also defined as two cultures theory, as it represents differences that could also be applied to different cultures (Cameron, 2003;Tannen, 1990). The identification can be seen in table 6 as follow. ...
As gender constructs could be disseminated through language, English textbooks could be a fertile arena to maintain or deconstruct traditional gender constructs. Since seventh grade students are in their stage to assert their sexual identity, their exposure to English textbook could affect their perception of gendered positions in the society. The present study purposefully aimed to analyzed the language used in English textbook for Grade 7, because the book was published by the Indonesian Ministry of National Education and recommended to be used nationally in public schools in Indonesia. Designed as a descriptive qualitative study, the dialogues and monologues in the textbook were examined to reveal the stereotyped concepts of gender and the deconstruction of the stereotyped concepts of gender. The data were observed under categories on deficit, dominance, and difference approach by Lakoff, supported by critical perspective of language and gender from Coates. The result of the study revealed that the textbook represents gendered language stereotypes in the use of lexical hedges and fillers, empty adjectives, intensifier along with male domination in the conversation. ‘Male firstness’ pattern of mentioning names, choice of topics, and focus of the conversation. However, the book has also included efforts to deconstruct the stereotypes through the deconstruction of conflict versus compromise and tag question usage. The results implies that future textbooks should include more deconstructions of gender stereotypes through language use, while teachers should use the present book with more critical approach to raise awareness about gender equity, especially through language use.
... (iii) inventer ou utiliser autant de noms féminins que de noms masculins (Viennot, 2017 (Lakoff, 2004(Lakoff, [1975(Lakoff, ], 1989(Lakoff, , 2000Kramare, 1975, Henley, Thorne, 1975, Yaguello, 2002, Cameron, 2014Cameron, [1990) l'usage du politiquement correct est un phénomène langagier qu'elles considèrent selon les contextes d'emplois comme un signe de traitement inégalitaire entre les sujets. En tenant compte de leurs assertions, nous allons discuter de l'impact du politiquement correct sur les femmes. ...
... Après avoir mené des observations et des analyses empiriques, elle asserte que les femmes sont plus volontiers nommées de manière imagée ou euphéministique que les hommes. Un stéréotype récurrent et souvent véhiculé à propos des femmes est celui de la pipelette ou du moulin à paroles (women as chatter-boxes) (Cameron, 2014(Cameron, [1990: 118). Alors que l'imagerie humoristique et l'euphémisme devraient normalement contribuer à recolorer et à fluidifier la réalité sociale visée, les tours sont rarement à l'avantage des femmes (Cameron, 2014(Cameron, [1990: 119). ...
... Un stéréotype récurrent et souvent véhiculé à propos des femmes est celui de la pipelette ou du moulin à paroles (women as chatter-boxes) (Cameron, 2014(Cameron, [1990: 118). Alors que l'imagerie humoristique et l'euphémisme devraient normalement contribuer à recolorer et à fluidifier la réalité sociale visée, les tours sont rarement à l'avantage des femmes (Cameron, 2014(Cameron, [1990: 119). Faut-il aller jusqu'à contrôler l'humour et l'euphémisme? ...
Cette thèse se propose de retracer l’émergence des Language and Gender Studies dans les pays anglophones, d’en situer les concepts et d’en éprouver l’applicabilité dans l’analyse socio-pragmatique du discours politique. Discipline hybride, à la croisée des études de genre et de la linguistique générale, l’étude linguistique des rapports de genre au sein de sociétés reste largement méconnue du grand public et marginale dans le monde universitaire. Une contextualisation et une description analytique des grands courants historiques qui structurent cette discipline depuis sa fondation dans les années 1970 s’imposent et occupent donc les trois premiers chapitres de ce travail : paradigmes de la « déficience, » de la « domination, » de la « différence » et enfin de la « performance. » Le quatrième et dernier chapitre est consacré à une mise à l’épreuve du cadre théorique et méthodologique au travers de l’analyse du discours politique oral d’Hillary Clinton (2007-2016) et de Donald Trump (2015-2016). Il s’agit de déterminer dans quelle mesure les formes instituées de l’expression langagière sont à la fois révélatrices et instigatrices de la construction socio-cognitive du genre et du pouvoir. Hillary Clinton s’avère victime du principe d’injonction paradoxale qui frappe les femmes en politique dans un univers historiquement dominé par les hommes et régi par des codes masculins. Les tensions et contradictions qu’elle doit résoudre - une femme sommée de s’affirmer et de se battre contre des hommes très durs tout en étant perçue comme féminine - avaient déjà été dénoncées par Robin Lakoff en 1975 dans Language and Woman’s Place. Nous en évaluons les conséquences néfastes sur la réputation politique et l’identité personnelle d’Hillary Clinton. Nous mettons aussi en évidence la difficulté rencontrée par les femmes à échapper aux stéréotypes de genre et à instaurer un féminin générique au sommet de l’Etat: une femme (et non pas un homme) capable d’incarner et de porter l’ensemble de la nation. Nous montrons aussi comment certains procédés de la grammaire ordinaire, en apparence innocents (comme l’usage des pronoms you, s/he pour désigner l’autre) peuvent être instrumentalisés pour dominer, diminuer ou abattre ses adversaires dans l’arène politique, de manière cruelle et impitoyable. Nous proposons enfin une extension du concept de fluidité aux styles conversationnels genrés, en politique (et ailleurs peut-être dans le monde social) : inversions, alternances, mélanges.
... (Ashcroft, Griffiths, & Tiffin, 2006, p. 249). By analyzing the portrayal of women in novels through these different approaches, a deeper understanding of how literature shapes and is shaped by different ideologies can be gained (Cameron, 2014). Ideology can be used as a conceptual framework for examining the representation of women in African literature by examining how literary texts reflect and uphold cultural beliefs and values (Eagleton, 2014). ...
... Third, an esthetic ideology can be limiting because it favors a Western-influenced literary framework and disregards other forms of storytelling and oral traditions in African cultures. Finally, the use of a gendered ideology can also limit the interpretation of African novels as it tends to focus on binary gender roles and ignores the existence of non-binary and non-conforming gender identities (Cameron, 2014). Overall, these ideologies limit the richness and complexity of African literature and should be taken with caution. ...
... A comprehensive overview of these studies is beyond the scope of this chapter. What follows instead is a rather selective choice that pivots around the mutually related notions of indexicality and language ideology (see also Cameron 2003). It is important to mention that not all the studies to which I will now turn overtly refer to performativity, indexicality, and language ideologies, but, in my view, these notions constitute the overarching analytical scaffolding that link them together. ...
... Language ideology is a concept that has been developed with the view to capturing "mediating links between social forms and forms of talk" (Woolard 1998: 3). Unlike the notion of ideology in language, which indicates how any otherwise specified belief system takes linguistic shape, language ideology refers to a particular set of shared representations in any ideological field, namely those that pertain to linguistic phenomena (see also Cameron 2003). Such ideological constructs are the result of historically and socioculturally situated processes that create indexical ties between, on the one hand, certain features, genres, styles, registers or varieties of languages, and, on the other, broader sociocultural images of their speakers/writers in terms of ethnicity, nationality, gender, sexuality, aesthetics and morality (see in particular Woolard 1998). ...
This handbook is currently in development, with individual articles publishing online in advance of print publication. At this time, we cannot add information about unpublished articles in this handbook, however the table of contents will continue to grow as additional articles pass through the review process and are added to the site. Please note that the online publication date for this handbook is the date that the first article in the title was published online. For more information, please read the site FAQs.
... She thus argued that gender identities are unstable and variable: people perform different gender identities in different contexts. Following these arguments, many theorists have movde beyond a dichotomous view of gender to an acceptance of diversity as Cameron (2003) proposed that gender is quite fluid and changeable, rather than inherent and fixed. ...
... argue that the performative model conceptualises gender as an interactional achievement in society. Also, as Cameron (2003) argues that people perform different gender identities through particular acts under the cultural norms. ...
This study explored how 18-year-old women in Bangkok used social media to negotiate and express their gender identities online. In Thailand, prevailing cultures and traditional public discourses on hetero-normative sexualities constrain young women’s gender performance both offline and online. The study interrogated processes of adaptation and resistance of traditional mainstream discourses through the consideration of social media as an alternative and flexible space for young women to negotiate and communicate diverse, autonomous gender performances. A gap was identified in terms of the ways in which identity was tactically managed and constructed within different class structures. To investigate these, young women were recruited from three socioeconomic backgrounds: lower class, middle class, and upper class. Data were gathered through interviews, focus groups, and online ethnographies, such as posted pictures, shared contents, and comments on profiles, and interpreted through a multimodal and social semiotic lens to gain deeper understandings of women's classed and gendered social media practices. By examining and cross-referencing qualitative data and the construction of online profiles deriving from different social backgrounds, insights were yielded and a snapshot of the everyday identity work of Thai young women captured as they responded to and resisted traditional forms of feminine conduct.
... Metalanguage, or 'talk about talk', long hovered on the margins of linguistic enquiry as non-scientific, "often noted but rarely interrogated" (Squires 2010: 483). The turn of the century, however, is said to have marked the beginning of unprecedented public and scholarly interest in language debates (Cameron, 2014), happening in light of technological transformation, demographic change, and political crisis. In parallel, the understanding of the mass media as major producers and sustainers of all our beliefs about language (Androutsopoulos, 2011), has resulted in proliferation of analyses of metalanguage specifically in (new) media contexts, promising fresh insights on how the shifting and increasingly multi-voiced debates on language may structure our perceptions of communication, identity and society in the 21 st century. ...
... Finally, the growth of digital media has contributed a specific slant in the interest in metalanguage. In many parts of the world, metalanguage discussions have ranged from popular anxieties over "the breakdown of communication" and supposedly declining language standards (Cameron, 2014;Bogetić, 2016;Garley, 2019), to a broader interest in the reflexivity of the digital media era, where metalinguistic sensitivity becomes a "hallmark of contemporary social life" (Jaworski et al. 2012). In practical terms, online media texts provide both a particularly useful and widely accessible source of data for observing and analysing such (language-) ideological processes (Johnson & Ensslin, 2006). ...
Growing interest in meta-language, in linguistics and other disciplines, has highlighted a gap in metalanguage corpora and analytical resources, which remain among the scarcest in corpus-linguistic developments so far. This paper is aimed at making a step towards filling this gap, both by presenting our own metalanguage corpus resource and using it in a short sample analysis to discuss the applications of such resources in linguistics and social sciences. Specifically, the paper presents for the first time MetaLangCORP, a multi-element corpus of contemporary media metalanguage in languages of three post-Yugoslav states, linguistically annotated and made available open-access at the CLARIN repository of linguistic resources. To put the corpus in context, the meaning and relevance of metalanguage research is outlined, the existing efforts at compiling corpora of metalanguage are reviewed, and a sample preliminary analysis of MetaLangCORP keywords is presented to open a broader discussion on the potential applicability of metalanguage corpora. More broadly, it is hoped that making this kind of data available will prompt more nuanced analyses of metalanguage, as well as more corpus-building efforts along similar lines in Slavic and other linguistic scholarship.
... Штавише, родне категоризације имају велики утицај на даље креирање ставова, понашања, интересовања и приступа говорника(ица) једног језика. Баш из тих разлога, Камерон инсистира на томе да род никад не сме да се користи као објашњење per sе, јер је он друштвени конструкт и увек је потребно истражити зашто и како се креирају одређене родне улоге [9]. Како бисмо могли да дефинишемо остале појмове који су кључни за родну равноправност, морамо пре свега да разграничимо шта је пол, а шта род, у сваком друштвеном контексту. ...
... 1. социолингвистичка теорија: како се понашате зависи од тога ко сте; 2. критичка теорија: ко сте зависи од тога како се понашате [9]. ...
... Through this process, bodily norms such as ovulation, pregnancy and procreation become assumed and appropriated, taken on or contested by the subject through (normative) sexed identifications. Furthermore, masculinity and femininity are constructed and policed within social groups and communities of practice (Lave & Wenger, 1991, Wenger, 1998, revealing how the performance of gender highlights how acceptance within the group becomes the main motivation for individuals' performance/ adherence to (gender) norms (see Kiesling, 2011 andCameron, 2014). ...
This paper is the first to address the impact of gendered, cultural and religious discourses on an under-researched subaltern group of infertile Muslim women bloggers. Taking a small story and case study approach, the analysis focuses on interactivity and positioning ( Bamberg & Georgakopoulou, 2008 , Georgakopoulou, 2008 ) in one woman’s stories as she works hard to address normative expectations and dominant discourses which abound in Muslim societies. The paper highlights the stigmatisation and isolation women face, not only in the physical world, but sometimes in the online world too. We argue that Weblogs provide a unique and unexplored space where discourses of gender, sexual, and other identities are resisted and challenged. Simultaneously Weblogs can serve as both supportive and exclusionary sites in which bloggers’ rights and duties become regulated. The study opens a window into the world of infertile Muslim women and has important implications for relevant healthcare and policy making.
... 68). Moreover, the research on language ideologies and racism moving forward need to take an intersectional lens to also focus on linguistic racism linked to gendered identities (Cameron, 2014). ...
Aims
This special issue delves into language ideologies shaping multilingual education, aiming to unravel their impact on pedagogical practices and emergent multilinguals. By presenting empirical studies and critical analyses, the collection seeks to foster a nuanced understanding of language ideologies in diverse educational contexts.
Approach
This guest editorial introduces language ideology as a lens, guiding an exploration of its manifestations in educational settings. Ten papers, spanning diverse linguistic landscapes, offer a comprehensive examination of language ideologies through varied methodologies. From scrutinizing teacher objections to linguistic pluralism to dissecting bilingual kindergarteners’ experiences during the COVID-19 pandemic, the collection employs qualitative research, case studies, and critical reviews to critically engage with language ideologies in global language education.
Conclusion
The special issue concludes by emphasizing the critical role of language ideologies in shaping educational landscapes and influencing emergent multilinguals’ experiences. Authors underscore the need for macro-level research, recommending a decolonial lens to address inequalities perpetuated by monoglossic practices. The collection advocates for inclusive spaces and challenges educators to reflect on their pedagogies, promoting a multilingual-as-a-resource orientation. By extending the scope beyond individual classrooms and examining sociopolitical and economic dimensions, the special issue contributes to ongoing efforts to reframe language ideologies and advance inclusivity in multilingual education.
Originality
This special issue stands out for its originality in dissecting language ideologies through diverse lenses, spanning linguistic, sociocultural, and pedagogical dimensions. Notably, studies like Chang-Bacon and colleagues’ examination of objections to linguistic pluralism and Mendoza’s exploration of stylization in English-medium instruction enrich the discourse. The collection encourages scholars to engage with plurilingualism as a theoretically robust alternative to late translanguaging theory, promoting empirical grounding and fostering a deeper understanding of language ideologies.
... The role of language in the context of humor lies in its responsibility for accurate articulation of the joke and the subsequent delivery of the punch line [67] . Women are commonly portrayed in material reality as "the second sex" [68] , and that language is meant to maintain gender distinctions [66] . This demonstrates why "…there are explicitly offensive [humors] becoming implicitly offensive because you don't know the contextsomeone is insulting you" [Participant 11]. ...
Cultivation of gender-based humor in social media encourages contrarian language to gender mainstreaming. Gender-based humor posed threat on how to deliver equitable gender mainstreaming campaigns through online. The goal of this study was to determine how gender-based humor impact gender mainstreaming campaign in sociolinguistic sense. There were 14 participants in the focus group discussion providing collective narratives on proliferation of gender-based humors in social media. The participants were language teachers, Gender and Development (GAD) coordinators, and GAD advocates. Discourse analysis indicated that language use in social media hampers the delivery of gender mainstreaming campaigns. Social characterization and social distinctions were prominent components of the humor language, which then cultivated gender normativity. Gender-based humor perpetuate stereotypes, promote discriminatory practices, and reinforce power imbalances through linguistic means. In larger scale, humor language influences the reproduction of humor culture in social media. Gender mainstreaming slows down because of massive cultivation of social belief systems. The problem lies on how gender stereotypes are normalized in society through language use.
... A nyelvi ideológiák a nyelvről szóló kulturális reprezentációk, amelyek valamely társadalmi csoport érdekeit szolgálva közvetett és sokrétű viszonyt teremtenek meg -nem feltétlenül tudatos módon -a beszélés és a társadalmi struktúrák között (WOOLARD 1992: 237-238, WOOLARD-SCHIEFFELIN 1994: 55, KROSKRITY 2000, CAMERON 2003. ...
The use of Hungarian names to indicate places in Moldavia is quite varied. An interesting characteristic of this phenomenon is that place names or name variants different from the ones used by Moldovan speakers, or even completely unknown to local people, have been developed and spread west from Moldavia. This paper gives some examples of such place names to illustrate that the differences in the use of place names locally and outside Moldavia can be interpreted as mainly ideological. Language ideologies resulting in these differences can be described as approaches that contribute to the discursive formation of a “Hungarian( speaking) Moldavia”; and in which the determining factor in the connection between language forms and space perception is the “ethnicity” of the space. The ethnically perceived space at the same time – apart from other linguistic and non-linguistic practices – becomes familiar to the speakers of the Hungarian language area through the use of “Hungarian” place names.
... Moreover, contrary to the 'harsh' judge persona, which is associated with hegemonic masculinity, the promotion of positive emotionality and cooperation instead of conflict, through the 'supportive' judge persona, are communicative values that are traditionally associated with 'femininity'. So, this persona may be also linked to a tendency towards 'feminization' of public discourse due to the commodification of 'feminine' speech styles in the globalized service sector, where 'masculine' communicative styles are viewed as problematic (Cameron 2003). Adopting an exploratory approach, the aim of the present study was not evidently to answer the question whether one of the two judge personas prevails in MasterChef Greece but rather how they alternate as they discursively unfold. ...
Viewing the MasterChef Greece judges’ identities as mediatized, namely, as constructed via particular semiotic resources (linguistic, visual, spatial) mostly resulting from decisions made by the show’s production, we examine the communicative and social functions of the show as being a popular example of a reality TV programme. The judges hold a crucial role, as their assessment affects the subsequent development of the show. By adopting a micro-level discourse analytical approach, we focus on the analysis of two interactions, in which two different judge personas emerge, namely the ‘harsh’ and the ‘supportive’ judge. The analysis of these interactions indicates that the two personas serve the judges’ mediatized identities as both professional chefs (expertise) and TV presenters (suspense, viewers’ engagement). Yet, they are related to contrasting constructions of both the culinary (authority vs. mentoring, hegemonic vs. ‘soft’ masculinity) and the (reality) TV world (negative vs. positive emotionality). Both personas seem to relate to the broader Greek sociocultural context, such as the gendered ideologies and the politeness strategies prevailing in Greek society. However, while the ‘harsh’ judge persona reflects more overt and traditional forms of control and regulation, based on surveillance and suppression, the ‘supportive’ judge persona echoes the more covert technologies of governance of late modernity, based on self-reflexivity and emotionalism.
... Meanwhile, women engage in conversation with more confidence and conscientiousness. Similar to previous research draws distinctions between men's and women's language usage features (Cameron, 2014;Maltz & Borker, 2018). Language usage is inextricably linked to one's preconceptions, and as a result, the universe is often split into two sexually charged concepts. ...
The main thing that affects language is Gender, it can affect the choice of words used. Then the language used by women is different from the language used by men. Those state that the choices of words, vocabulary, or sentences of language conversation through gender are different. This study conducted to analyze what happened or was experienced by certain groups which focused on the differences in the use of spoken language that were studied by gender. There are no participants in this research because this research use library research which is based on the literature review to analyze the data. This research uses descriptive qualitative. Analyzing and collecting data conducted by compiling or clarifying and interpreting. Data were collected through analyzing and reviewing sources in the form of books and articles discussing the topic then analyze the data in order to draw the conclusion. The result of study found that the language differences exist because of the paradigm social then produce differences in language conversation such as vocabulary use, word choice and emotional differences.
... The findings of the present study fall into the latter category: our findings demonstrate no significant differences among participants' ratings in terms of sex, country of residence and duration of stay for either status or solidarity. In other words, the popular interpretation that females tend to demonstrate a greater preference for the standard/status varieties in outer-circle contexts (e.g., Lai 2007; McKenzie 2010) as a result of their social inferiority does not pertain to the participants of the present study, thus confirming Cameron's (2011) postulation that such gendered attributions are context-and time-conditioned. Specifically, this is also in line with findings of studies such as Gallois and Callan (1981) and Zhang (2010) that did not find sex to be a significant factor in language attitude variations. ...
This study investigated the attitudes of Nigerians living in Europe towards accents of English. It has been observed that as migrants settle in new communities, they enter new linguistic ecologies, which tend to influence their linguistic behaviours. Language attitudes research focusing on migrants has shown that migration significantly impacts upon migrants’ attitudes towards the new (varieties of) languages to which they are exposed. In light of this and in response to the paucity of research on attitudes of Nigerian/s (migrants) towards varieties of English, this study investigated the attitudes of Nigerian expatriates living in two European countries (the UK and Germany) towards accents of English, using a verbal-guise technique. The results demonstrate that whilst there are overall positive attitudes towards Nigerian English, British English is rated more positively for both status and solidarity. The results also indicate that differences in the background variables examined have no significant influence on informants’ evaluations.
... This includes, for example, the decontextualised conclusion that a feminisation of the IT industry is underway through agile ways of working, and that associated practices and processes -indexed for femininity, accompanied by egalitarian Discourses -could make IT more inclusive to, and more attractive for, women. The associated diversification of skills considered relevant to the notion of work, including communicative competence, may seemingly contribute to a changing Discourse of what it means to be a competent professional (Cameron 2014;Hultgren 2017). However, the underlying gendering processes identified above in fact contribute to powerful constructs associating notions of what it means to be an efficient, competent and reputable professional in the global North with masculinity, and they foster, especially in the field of IT, the 'ideological marriage of masculinity and technical competency' (Carrigan 2018, 345; see also Gil-Juárez, Feliu, and Vitores 2018). ...
... In English, women have higher pitch than men and, most likely, are expected to be more polite and refined in their speech than men (see Cameron, 2014). However, in English, differences between women's and men's speech are perhaps less stark than in Japanese (Ohara, 1999). ...
We investigated whether expression of social meaning operationalized as individual gender identitity and politeness moderated pitch range in the two languages of female and male Japanese-English sequential bilinguals. The bilinguals were resident in either London (UK) or Tokyo (Japan) and read sentences to imagined addressees who varied in formality and sex. Results indicated significant differences in the pitch range of the two languages of the bilinguals, and this was confirmed for female and male bilinguals in London and Tokyo, with the language differences being more extreme in the London bilinguals than in the Tokyo bilinguals. Interestingly, self-attribution of masculine gender traits patterned with within-language variation in the English pitch level of the female bilinguals, whereas self-attribution of feminine gender traits patterned with within-language variation in the English pitch level of the male bilinguals. In addition, female and male bilinguals significantly varied their pitch range in Japanese, but not in English, as a function of the imagined addressees. Findings confirmed that bilinguals produce pitch range differently in their languages and suggest that expression of social meaning may affect pitch range of the two languages of female and male bilinguals differently.
... Речь идет об отрицании бинарной структуры гендерного концепта, повороте к изучению нетрадиционных гендерных идентичностей и способов их конструирования в глобальном контексте Grey 2018;Comer 2018 и др.]. Наблюдается движение в сторону признания текучести и неопределенности гендерной идентичности, которая может не соотноситься с устоявшимися представлениями о мужественности и женственности или представлять собой полное отрицание гендера [Bucholts 2014;Cameron 2014;Cashman 2018;Rowlette 2019;Queen 2014;Milani 2014 и др.]. ...
The article examines recent shifts in the English-based research on language and gender. It addresses the denial of gender binary structure, recognition of gender identity fluidity, which may transcend the established ideas about masculinity and femininity or constitute a complete rejection of gender. In the discursive practices of everyday life, these tendencies manifest themselves in the creation of new words and affixes, a change in the reference and combinability of the words that make up the core of the gender concept, as well as the emergence of new communicative norms and practices that legitimize individuals’ right to gender self-identification, non-heteronormative language and degenderization of communication. Research sample includes 250 text fragments from the English-language media, academic and specialized portals, lexicographic online resources, and everyday communication.
... Perhaps the female participants believed more strongly in multilingualism as an emancipatory force (Calafato & Tang, 2019a;Takahashi, 2012), providing them with greater independence and more opportunities in the wake of globalization. They may have seen multilingualism as a way to further develop their interpersonal relationships and social networks through the use of language, thereby gaining access to jobs that require strong interpersonal skills, an area where females may have a distinct advantage over males (Cameron, 2011;Peltokorpi & Froese, 2012). ...
The Central Asian republics represent an interesting yet little-studied space for researching the interplay between language learning motivation (LLM), multiculturalism, and multilingualism given their cultural and linguistic diversity and official promotion of multilingualism and positive multicultural attitudes through language learning initiatives in schools and universities. This article reports on a questionnaire study that investigated the LLM of 235 university students in Kazakhstan and Uzbekistan, including their integrativeness and international posture. The students were learning Arabic, Chinese, English, French, German, Japanese, Russian, Spanish, and Turkish, with a majority of them learning two or more languages concurrently. The study also explored their views regarding the benefits of being multilingual and the extent to which their level of multilingualism, both formally and natively acquired, affected their multicultural attitudes and levels of prejudice towards outgroups. The findings revealed statistically significant gender differences in how the participants viewed the benefits of being multilingual, as well as statistically significant relationships between their levels of natively acquired multilingualism and their multicultural attitudes and levels of prejudice towards outgroups. International posture and integrativeness, meanwhile, were found to be distinct concepts with little overlap.
This study was aimed to investigate gender representation in an English Textbook entitled Student’s Book My Next Words for Elementary School which published by The Republic of Indonesia’s Ministry of Education and Culture in 2021 and students opinion related gender equality. This study used a qualitative research with content analysis design. Porecca’ (1984) framework was adopted for analyzing the female and male representation in the English textbook: omission (the ratio of females to males) in texts and illustrations, firstness, occupational visibility, noun, masculine generic construction, and adjective. The result of gender omission is not too high with the average ratio of females to male 1:1.03. For social dominance was not found in the textbook. The result of this study from the variants of firstness, occupation, noun, and masculine generic for males are varier than for females. Some stereotypes were found such as cooking for females’ activity and the breadwinner role for males. A limitation of the study is this research focuses on one textbook only. Thus, this study can’t be generalized. For this purpose, another study with a larger sample would be required a deeper analysis of the picture of the EFL textbook.
This qualitative study analyzes three gay Chinese immigrants’ experiences and perspectives regarding English hegemony, internalized oppression, and sexual identity using language ideology, social positioning, and performativity. The findings show that speaking English still determines one’s proximity to American culture, and language ideology affects attitudes towards one’s own culture and language. In particular, the study demonstrates a triple marginalization in which participants are more or less marginalized because their inherited American values clash with their marginality, and at the same time, because of their negative experiences with local gay communities and rejection from their own culture, they feel alienated, displaced, and immobile as a result. Additionally, English learning and interacting with LGBTQ content contribute to their language acquisition, sexual identity transformation, and activism development. Queering ESL education is needed because English learners inherit oppressive English ideologies and show discrimination towards other marginalized groups. As a gateway to American society and cultures, ESL classes present opportunities to raise awareness and challenge hegemonic discourse. Furthermore, ESL classrooms can also be powerful places for queer students whose cultures provide little or no validation of their sexuality to cultivate their cultural competence and affirm their place within society.
The war in Nagorno-Karabakh in 2020 exacerbated nationalist sentiments in Armenian politics as well as in the social, cultural, and public educational domains. The latter in Armenia, designed and implemented by those in political power, serves for the ideological reproduction of oppressive power relations. This thesis explores the ways in which right-wing nationalist political discourses are reiterated in public education practices. It examines gendered nationalist discourses prevalent in rural Armenian education through an analysis of school public events dedicated to national days. It argues that these after-school activities, designed to construct and maintain national identity, perpetuate gendered hierarchies and expectations. The research unpacks the ways in which gendered nationalist discourses are generated and introduced to students. The study is based on the methods of participant observation, semi-structured interviews, and discourse analysis. It provides an analysis of the narratives in educational public events and reflects on teachers' roles in shaping everyday school practices. The thesis draws parallels between political rhetoric, social and cultural practices, as well as narratives used in the educational space. It scrutinizes the question in the broader context of post-Soviet transitions, and in light of the local politics of militarization and war. The research examines the intersection of gender, nationalism, and militarism by exposing discursive constructs that perpetuate gender inequality in the education space in rural Armenia. It contributes to the understanding of the role of everyday practices in schools in terms of shaping national and gender identities within Armenian education, by locating local experiences within a broader geopolitical context.
To Victorian prescriptivists writing for the periodical press, slang threatened the sanctity of the English language. While their complaint texts criticize slang as lower-class vulgarity, this language policing also fixates on the slang vocabularies of female speakers. By tracing three gender-based language ideologies expressed in Victorian periodicals—that women learn slang from men, that slang corrupts womanliness, and that slang is symptomatic of the feminist movement—this essay explores how Victorians denounced vulgar speech as a masculine act associated with the New Woman and nonconformist gender performance at the fin de siècle.
College courses are an important forum for combating the stigmatization of African American Language (AAL). However, there is no comprehensive data regarding where, how, and by whom AAL content is taught. Understanding the landscape of college teaching about AAL could help identify challenges faced by instructors who teach this content, as well as policies or practices that could help support these instructors. We surveyed college instructors (N = 149) in multiple disciplines (primarily Linguistics, Education , English, and Communication Sciences) who teach courses with AAL content. We found patterns in the sources of support and levels of resistance instructors reported. Instructors also expressed varied levels of knowledge and confidence related to teaching about African American Language and Culture. Many of these patterns were correlated with instructors' racialized identities and language backgrounds. We discuss implications for professional organizations, university department leaders, and instructors who teach AAL content.
The agro‐processing sector in Uganda provides jobs to large numbers of workers. While paid work is supposed to be empowering for women, the factory jobs are informal and unsafe, and workplace sexual harassment undermines women's empowerment. To enable decent jobs for women, it is important to understand what constrains their voice and agency in responding to workplace sexual harassment. The article aims to show how workplace sexual harassment is a key feature of precarious work for women working in low‐skilled, informal jobs in factories. The study asked how gender norms and informality in labour arrangements that are part of global, capitalist labour relations influence young women's voice and agency in response to sexual harassment at work. Twenty in‐depth interviews were carried out with factory workers in seven different agro‐processing factories in Uganda's capital Kampala, supplemented with participatory methods like safety audits and body mappings. We show the informal nature of jobs in factories and how precarious working conditions create the risks of experiencing sexual harassment by managers and supervisors. Keeping jobs informal enables factories to eschew workplace policies. Young women's experiences and articulation of sexual harassment are constrained by social and gender norms; and norms influence factory‐based mechanisms, where they exist. Women rely on informal tactics to prevent sexual harassment. The policy implications of the research include the importance of improving the implementation of formal complaints mechanisms; and especially developing young women's political capacities to protest collectively against harassment and seek redress, and addressing social and gender norms.
There are many ways in which communication practices can be gendered. It is important to recognise and understand how, why, and in what contexts these can be observed. This paper focusses specifically on children and the context of formal schooling, analysing the empirical data and connecting it with theoretical analyses to provide an overall picture of gendered communication amongst children in educational contexts, especially with regard to classroom discussion. This paper demonstrates that masculine dominance in communication is present in children’s communication, and explanations for this occurrence fall on traditional gender stereotypes that still linger, to greater and lesser degrees, in all parts of our society, including education. Therefore, it is incumbent upon educators to be aware of this threat to gender equitable learning and plan accordingly.
This study investigates the overt and covert attitudes of China Mainland undergraduate students towards Hong Kong English (HKE) through questionnaires and verbal-guise technique (VGT). The questionnaire showed the participants’ negative attitude towards Hong Kong English, and the female participants showed a more inclusive attitude than the males. For VGT, participants rated two recordings of HKE speech on a bipolar semantic scale with 16 adjectives. The results showed that the male HKE speaker was evaluated more highly than the female speaker on both status and solidarity. The female and male participants were significantly different in their ratings of three status traits (confidence, hardworking and fluency), with female participants being stricter. The study suggests the aspects of language attitudes in which there are disparities need to be further explored using direct and indirect measures.
The book focuses on the construction of meaning within the framework of cross-gender talk-in-interaction among Romanian language speaking participants and aims at identifying the importance of the variable of gender in the determination of different conversational styles for men and women. The theoretical background includes ample inquiry into language and gender, linguistic sexism and stereotyping, an extensive survey of traditional and most recent views of feminism. Following a case-study using the Conversation Analysis and Critical Discourse Analysis approaches, the conclusion is that, although there are recurrent features, such as conflict talk for male speakers and cooperative verbal interaction for female speakers, the generalizations regarding the variable of gender are impossible when analyzing conversational styles. The findings of this research might be of help for both Romanian and other language scholars belonging to a multiplicity of domains such as linguistics, sociology, psychology, who are interested in the male/female interactional construction of meaning.
Post-structuralist theories of language and gender have become increasingly attractive to language learning researchers. However, masculinity, as part of a socially and culturally constructed system, in relation to English language learning has rarely been investigated. The current study examines how male English language learners negotiate their masculine subject positions in an English language classroom in Cyprus and how they negotiate masculine intersubjectivities with the researcher apropos of English. Semi-structured interviews, enriched with descriptions of attitudes, feelings, and incidents, were carried out with five male adolescent Greek Cypriot English language learners. Through Frame Analysis, the findings evince how these language learners challenge their usual linguistic and masculine habitus and how they achieve interesubjectivities through the symbolic powers of English, Cypriot Greek, and Standard Greek.
Povijesno se uglavnom ignoriralo pitanje uloge emocija, pa se u drugoj polovini 20. st. osjećala zabrinutost zbog zanemarenosti istraživanja emocija u akademskom svijetu (Oatley, Jenkins, 2003). Povećani humanistički interes za temu emocija u svijetu pojavljuje se potkraj 1980-ih. Uvodno će se predstaviti teza o (književnoj) emocionologiji kao novoj interdisciplinarnoj svjetskoj istraživačkoj paradigmi. S obzirom da podrazumijeva pitanje ekspresije, reprezentacije te recepcije emocija kao glavnih težišta u bavljenju odnosom književnog teksta i emocija u moderno doba (Brković, 2015), književna emocionologija bit će predstavljena na primjeru psihološke drame Nora danas (2005.) Mire Gavrana. Potpuno suprotno Ibsenovoj klasičnoj Nori/Lutkinoj kući (1879), Gavranova hrvatska Nora danas promiče , , antifeminizam“ (Čale Feldman, 2017). Stoga će diskurzivno emocionalno uvjetovana izgradnja depresivnog identiteta Gavranove dramske protagonistkinje, Nore, biti izravno povezana s antifeminističkim kriterijem. Ibsenova Nora i Torvald ovdje će zamijeniti (emocionalne) uloge, pa ćemo kod Gavrana istražiti suvremene književne identitete: Noru kao (anti)lutku, a njezina supružnika Tonija kao suvremenog (anti)lutka. Bit će to i prvi rad koji donosi definiciju lutka kao književnoteorijskog narativnog konstrukta. Definirat će se i novoosmišljeni pojam Tonijev sindrom, po uzoru na Norin sindrom (Muzaferija, 2006). Povezano s književnim identitetima, bit će predstavljena definicija emocionalnog tijela. Pomoću emocija koje u nama izaziva književno djelo možemo steći praktično znanje koje se tiče izoštravanja percepcije i boljega razumijevanja ljudskih postupaka i njihovih motivacija (Robinson, 2005.). Stoga razumijevanje depresivnog emocijskog identiteta u Nori danas M. Gavrana može biti gotovo terapijske naravi. Govoreći o Norinu (emocijskom) depresivnom identitetu, autorica smatra da se afektivno-kognitivnom naratologijom, putem svijeta književnosti, može ukazati na društvene probleme 21. stoljeća, a svakako (kroz biblioterapiju) pretpostaviti terapijski utjecaj otkrivanja emocija književnih protagonista u tekstu i njihov recepcijski utjecaj na čitatelje, čime se i znanost o književnosti, u interdisciplinarnom ključu, približava onome što se naziva znanost o životu (engl. life sciences). Kada je riječ o emocionalno kodiranoj emociji depresije u tekstu (kao čitatelju moguće srodnoj emociji), poželjan recepcijski kategorizacijski slijed jest: identifikacija pa averzija (isključuje se empatija i simpatija). Iako je I. Brković na Kliofestu (2015) emocionologiju najavila kao mainstream književnu znanost, pet godina poslije smatramo kako bi emocionologija mogla postati suvremena humanistička istraživačka paradigma, a svakako bi emocionološko čitanje teksta trebalo (p)ostati jedno od budućih temeljnih načela razumijevanja suvremene književne poetike, poglavito u svijetu masovne tehnologizacije i digitalizacije u kojemu emocije zauzimaju rubno mjesto. ENGLISH: Historically, the issue of the role of emotions has been largely ignored, so in the second half of the 20th century. felt concerned about the neglect of emotion research in academia (Oatley, Jenkins, 2003). Increased humanistic interest in the topic of emotions in the world emerged in the late 1980s. The thesis on (literary) emotionology as a new interdisciplinary world research paradigm will be presented in the introduction. Since it involves the issue of expression, representation and reception of emotions as the main focus in dealing with the relationship between literary text and emotions in modern times (Brković, 2015), literary emotionology will be presented on the example of psychological drama Nora Today (2005) by Miro Gavran. In stark contrast to Ibsen's classic Nora / Puppet House (1879), Gavran's Croatian Nora today promotes "antifeminism" (Čale Feldman, 2017). Thus, the discursively emotionally conditioned construction of the depressive identity of Gavran’s dramatic protagonist, Nora, will be directly related to the antifeminist criterion. Ibsen's Nora and Torvald will swap (emotional) roles here, so we will explore Raven's contemporary literary identities: Nora as an (anti)puppet, and her spouse Tony as a contemporary (anti)Man-doll. It will also be the first work to define a Man-doll as a literary- theoretical narrative construct. The newly conceived term Tony's syndrome will be defined, following the example of Nora's syndrome (Muzaferija, 2006). Related to literary identities, the definition of the emotional body will be presented. With the help of the emotions that the literary work evokes in us, we can acquire practical knowledge regarding the sharpening of perception and a better understanding of human actions and their motivations (Robinson, 2005). Therefore, M. Gavran's understanding of depressive emotional identity in Nora today can be almost therapeutic in nature. Speaking about Nora's (emotional) depressive identity, the author believes that affective-cognitive narratology, through the world of literature, can point to social problems of the 21st century, and certainly (through bibliotherapy) assume the therapeutic impact of discovering the emotions of literary protagonists in the text and their reception to readers, which brings the science of literature, in an interdisciplinary way, closer to what is called life sciences. When it comes to the emotionally coded emotion of depression in the text (as a reader possibly related emotion), the preferred reception categorization sequence is: identification and then aversion (empathy and sympathy are excluded). Although I. Brković announced emotionology as a mainstream literary science at Kliofest (2015), five years later we believe that emotionology could become a modern humanistic research paradigm, and emotionology reading of the text should certainly remain one of the future fundamental principles of understanding contemporary literature. poetics, especially in the world of mass technologicalization and digitalization in which emotions occupy a marginal place.
Populism on political, economic and various other levels, has become part of the discourse of the contemporary world, and in its intersections with race, has led to various mutations which also impact on scholarly tendencies within and perceptions about biblical studies. The many entanglements of populism with religion, often under the guise of secularism include also its engagement with the Bible as cultural artifact. The legacy of a deracialised Bible has meant that the value of the category of race, was until recently not considered for the study of the Bible, and race denied as factor to be considered in academic scholarship with the assumption that Jesus follower- or Christian identity excluded racial connotations. Re-introducing categories of race and ethnicity in biblical studies, in their intersections with whiteness and white privilege studies, resonates with but also stands in tension with the current age of populism.
This paper advances our understanding of second language (L2) learning as gendered practices through a narrative inquiry into two Chinese female students' experiences of learning English as an L2 at an English-medium university in Hong Kong. The findings of the study reveal that the two students' divergent patterns of investments in L2 learning practices inside and outside the classroom appear to be shaped differentially by their varying responses to traditional gender ideologies, their differing evaluations of their gender capital, and the different ways in which they negotiate their desired gender identities. The findings also suggest that gender as a social construct appears to be implicated in the two students' L2 learning practices in complex and multifaceted ways and that the ways in which gender plays out in their L2 learning experiences can be highly individualized. Overall, the study elucidates the interconnectedness of gender ideologies, gender identities and gender capital in co-shaping individuals’ L2 learning practices in situated contexts. It also calls for attention to the complex interactions between the social and the individual in order to account for the varied and differentiated ways in which gender mediates situated L2 learning practices across individuals and across contexts for a given individual.
Language is not limited in one aspect but reach out almost all the aspects and features that are intended to bring out the meaning of the language itself. Therefore, this study was analyzed woman and man main characters’ language in movie “Music and Lyric” by using women’s language features by Lak off (1975) while also counted number of features that spoken by woman and man main characters and compare them to find out the phenomena that happened in this movie. In addition, this study also analyzed the factors of that phenomena. The data were taken and collected from woman and man main characters’ conversation in movie “Music and lyric” in order to find out the women’s language features that spoken by them. The women’s language features that proposed by Lak off that used to analyze the man and woman main characters in that movie are lexical hedges or fillers, tag question, rising intonation on declarative, empty adjectives, intensifiers, hypercorrect grammar, super polite form, avoidance strong swear words and also emphatic stress. While the factor that caused the phenomena happened was analyzed by using Coates Theories (1986) such as: Social status, subordinate groups, prestige and stigma, social network and the acquisition of sex differential language. Keywords: man, woman, sex, language features, women’s language features
The observation that gender differences in Japanese language use are becoming less prevalent as women increasingly use ‘men's language’ appears in popular media from time to time. Some empirical studies support this view. However, such observations are usually based on the consideration of only one or two linguistic features, especially sentence‐final forms and personal pronouns. In contrast, this study analyzes the use of multiple linguistic and paralinguistic features related to gender, regarding them as resources for styling identity. According to our analysis of eight same‐gender and mixed‐gender dyadic conversations of college students, these speakers’ use of features other than sentence‐final forms, which we found to vary little by gender, is normatively gendered to a large extent. The study thus demonstrates that the analysis of multiple and multilevel variables enables us to better understand the complex process of styling through the speaker's negotiation of linguistic gender norms in actual practice. 女性が「男言葉」を使うようになったことにより日本語の使用における性差が目立たなくなってきたということが一般に指摘されてきた。いくつかの実証的な研究においても、女性による「男言葉」 の使用が示されている。しかし、これらの所見は文末形や人称代名詞に代表される一つないし二つの言語形式をもとにした検討によるものであることが多い。 本研究では、ジェンダーに関わる複数の言語形式およびパラ言語形式を話者が各コンテクトにおけるアイデンティティにふさわしいスタイルを形作るための言語資源(Coupland, 2007)とみなし、それらの使用を分析した。その結果、8名の学生による同性同士および異性同士の二者間会話において、 文末形の使用には性差がほとんど見られなかったが、その他の形式 の使用はおおむねジェンダー規範に沿ったものであった。このように複数の言語レベルにおける様々な形式の使い方を調べることにより、話者が個々 の会話でジェンダー規範を鑑みながら、 種々の形式を駆使したスタイルを作りあげていく複雑なプロセスをより深く理解することができる。
Since January 2020, Canadian Chief Medical Officers (CMOs) have rapidly evolved into public figures. However, the gendered makeup of this role seems to map onto CMO communication: 10 CMOs are women and 7 use Twitter to communicate, as opposed to 7 men, of whom only 3 have Twitter accounts. Adopting the theoretical lens of language ideology, this paper explores language and gender dimensions of Canadian Chief Medical Officer (CMO) health discourse by analyzing pandemic tweets from CMOs (January 2020-June 2021, 21,389 tweets, 930,0883 words) using corpus-assisted discourse studies. Results suggest that male and female CMOs have not communicated to the same extent, nor have they used the same (range of) languages. Also, there are differences with regard to expressions of authority and compassion. While a paucity of male data poses methodological challenges, it also raises questions about the specific and disproportionate communication work accorded to and undertaken by women. The paper concludes by arguing that female CMOs’ adherence to stereotypically gendered ways of speaking is a strategy for navigating volatile online and offline environments, but that this raises questions about the longer-term impacts of authority in gendered discourse.
The Modern Standard Arabic (MSA) language strongly indicates the sociolinguistic phenomenon as it reflects gender marking in language use. This study aims to explore how the Arabic letters attributed to specific gender identities, how the gender ideology of Arab culture create gender biases, and how the biases influence Arab social structure. It uses aspects of masculinity and femininity of Arabic letters that affect gender inequality and order of values on language, tradition and culture. Masculine letters are letters that have the property of being able to hold and entail other letters, while feminine letters that have the nature can be attached with other letters but cannot be attached. In this study, Arabic letters were mapped by observing their use in written and oral interaction in the contexts of Arab as first and second language. This research is a qualitative in nature. The data on ideology's influence on social structure were collected through interviews with three key informants representing their areas of expertise on language anthropology, sociolinguistic, and applied linguistic. The morphological analysis was carried out to identify the internal structure of the words. The sociolinguistic analysis explored the linguistic construction that to social construction. The finding showed that their internal structures, these letters were classified as masculine or feminine. From the sociolinguistic point of view, gender issues following social construction that has already formed gender relations. In other words, Arabic letters affect the order of values that tend to be gender-biased in the Arabic context.
The concept of gender as a distinctive category is a quite problematic matter in different fields, one of which being linguistics. On the other hand, the separation of public and private space is commonly associated with socially positioned linguistic ideologies, cultural practices, traditions, religion, and other discourses. The common belief is that Moroccan women are expected to be loquacious and assertive in the intimate living space (private), and timid in exposed spaces (public). This assumption is the result of a set of gender and language-related ideologies that language users adopt as established beliefs and the consequence of gender analysis as a dichotomous matter. This article aims at reviewing and observing the linguistic ideologies in which gender difference is embodied. This study follows a discourse analysis method to explore how space and gender affect Moroccan women’s daily use of language. The results revealed a clear distinction between language in the public and private space. However, it also uncovered a new viewpoint where women’s language is no longer controlled by space.
The study examines men's advertisements in Georgian magazines. The article mainly focuses on the use of language in men's advertisements. The analysis is based on different theoretical materials. It demonstrates what linguistic features are used in advertisements of popular Georgian magazines. The findings indicated that advertisers use various lexico-grammatical features. Advertising interacts with us permanently. The aim of this paper is to investigate.
Linguistic characteristics of Georgian advertisements. This paper is based on different examples that strengthen the theoretical part of the paper.
This undergraduate thesis discusses the usage of women’s language features in the television series Emily in Paris. The study analyzes the features of women’s language and its functions in the television series. This study uses observation method in collecting the data. The data were taken from Emily in Paris television series and the movie scripts. Descriptive qualitative method is used to analyze the data by applying women’s language features theory by Lakoff. Based on the analysis and data taken, there are 480 utterance of women’s language features found and ten features of women’s language used by the female characters in Emily in Paris. Lexical hedges or fillers is the most used feature and precise color terms is the least used feature.
With an increasing number of female political leaders worldwide, there has been a debate as to whether female politicians could bring alternative voices into politics, which has long been dominated by males. Some scholars highlight the role of gender identity, while others stress the masculine traits of political leadership. To contribute to this debate, we propose the idea of gender authenticity and argue that female politicians can strategically highlight their feminine traits and femininist consciousness even in a highly masculine environment. We compare the diplomatic speeches delivered by Hillary Clinton and John Kerry, who both served as secretary of state under former President Obama. Based on the framework of gender authenticity, we empirically examine how the remarks of these two top diplomatic officials differ in their topical, linguistic, and conceptual dimensions. While the political speeches of Clinton and Kerry behave similarly in terms of their linguistic styles, there are gendered differences in their topical and conceptual dimensions. The results suggest that Clinton pays closer attention to issues of women's rights and human rights, and that she also adopts a more feminine style in her interpretation of the concept of power.
In the past thirty years, major contributions from Japanese language and gender studies have provided necessary insights from the perspective of a non-European language. Future research will demand ever broader approaches – in particular, I call for investigations of the sociolinguistic life of understudied speakers, such as regional Japanese speakers, to examine how they understand linguistic gender norms and deploy a wide variety of linguistic and other semiotic resources for styling diverse forms of gender and sexual identity in situated practice. These questions have profound implications for the relationship between language and gender.
This paper explores the relationship between gender and second language (L2) learning through a narrative case study. Drawing on the construct of investment in understanding language learning, the present study investigates the role of gender ideologies and gendered identities in a female L2 learner’s English learning experiences in an English-medium university in Hong Kong. Findings reveal that multiple gender ideologies mediated the learner’s access to L2 use opportunities and her participation in in-class and out-of-class contexts in complex yet contradictory ways. In particular, gendered expectations influenced the learner’s agency in investing in L2 practices in specific contexts and accumulating particular forms of (gendered) capital. Her L2 investments were also shaped by her negotiation of gendered identities and her pursuit of imagined identities related to her professional aspirations. Based on the findings, a gendered model of L2 investment is proposed. It illustrates the complex interplay between gendered capital, gender ideologies and gendered identities in shaping L2 investments and foregrounds the role of gendered agency in mediating the impact of gender ideologies and gendered identities on L2 investments. The study also suggests the need for contextualized and personalized approaches in understanding the gendered nature of L2 learning in future research.
Curses have many pragmatic and social functions in Romani discourse. Although in Gabor Roma communities they are often used as strategies of insult, their
occurrence is not limited to verbal conflicts. Curses are affective conversational routines indicating the speaker’s stance. In order to present their various functions, the
paper focuses on caretaker speech. Curses addressed to children are often used to discipline them, but they can be applied as forms of endearment indexing positive emotions
as well. In Romani interaction curses can also be framed as playful teasing. Curses in
teasing are used as strategies for testing the children's verbal skills, so they play an
important role in linguistic socialization. Curses in teasing can also serve as playful
modeling of conflict talk, primarily associated with women. The recipients are supported by various metapragmatic signals, i.e. contextualization cues which help them to
recognize whether the interaction is intended as a real or ritual insult, i.e. a teasing. The
paper gives a detailed interactional sociolinguistic analysis of teasing, and identifies
paralinguistic and non-verbal means, as well as other elements on the level of speech
act (e.g., withdrawal) and interaction (e.g., repetitions) as contextualization cues. After
demonstrating how curses can be contextualized as teasing, the paper points out that
curse formulae can also perform metapragmatic work in interaction: certain characteristics of them function as contextualization cues. Socially defined semantic features of
curse formulae (e.g., the gender of the referent, diminutive forms) can also be interpreted as socio-culturally specific cues which carry important pragmatic information for
the participants sharing the contextualization conventions. The analysis reveals the
subtle processes of contextualization and highlights their significance in meaning making in Romani caretaker speech.
Keywords: contextualization, caretaker speech, teasing, curses, Romani language
The evolutionary neurological and physical foundations for human sex differences in language, sexuality, and visual spatial skills are detailed and primate and human studies are reviewed. Trends in the division of labor were established early in evolution and became amplified with the emergence of the "big brained" Homo erectus. A bigger brain necessitated a size increase in the birth canal and female pelvis. These and other physical changes, e.g., the swelling of the breasts and buttocks, may have paralleled the evolution of full-time sexual receptivity, the establishment of the home base, and exaggerated sex differences in the division of labor (hunting vs. gathering), which in turn promoted innate sex differences in visual spatial vs. language skills. For example, female primates produce more social and emotional vocalizations and engage in more tool use and gathering activities, whereas males tend to hunt and kill. Similar labor divisions are evident over the course of human evolution. "Woman's work" such as child rearing, gathering, and domestic tool construction and manipulation contributed to the functional evolution of Broca's speech area and the angular gyrus--which injects temporal sequences and complex concepts into the stream of language and thought. These activities gave rise, therefore, to a female superiority in grammatical (temporal sequential) vocabulary-rich language. Hunting as a way of life does not require speech but requires excellent visual-spatial skills and, thus, contributed to a male visual-spatial superiority and sex difference in the brain. Over the course of evolution males acquired modern human speech through genetic inheritance and because they had mothers who taught them language.
Women are generally assumed to be more talkative than men. Data were analyzed from 396 participants who wore a voice recorder
that sampled ambient sounds for several days. Participants' daily word use was extrapolated from the number of recorded words.
Women and men both spoke about 16,000 words per day.
Language ideologies are cultural representations, whether explicit or implicit, of the intersection of language and human beings in a social world. Mediating between social structures and forms of talk, such ideologies are not only about language. Rather, they link language to identity, power, aesthetics, morality and epistemology. Through such linkages, language ideologies underpin not only linguistic form and use, but also significant social institutions and fundamental nottions of person and community. The essays in this new volume examine definitions and conceptions of language in a wide range of societies around the world. Contributors focus on how such defining activity organizes language use as well as institutions such as religious ritual, gender relations, the nation-state, schooling, and law. Beginning with an introductory survey of language ideology as a field of inquiry, the volume is organized in three parts. Part I, “Scope and Force of Dominant Conceptions of Language,” focuse on the propensity of cultural models of language developed in one social domain to affect linguistic and social behavior across domains. Part II, “Language Ideology in Institutions of Power,” continues the examination of the force of specific language beliefs, but narrows the scope to the central role that language ideologies play in the functioning of particular institutions of power such as schooling, the law, or mass media. Part III, “Multiplicity and Contention among Ideologies,” emphasizes the existence of variability, contradiction, and struggles among ideologies within any given society. This will be the first collection of work to appear in this rapidly growing field, which bridges linguistic and social theory. It will greatly interest linguistic anthropologists, social and cultural anthropologists, sociolinguists, historians, cultural studies, communications, and folklore scholars.
The authors examine the continuing poor relationship between boys and the study of foreign languages. Framed by discussion of gender socialization, gendered curriculum practices and cultural narratives about boys and schooling, the core of the book is constructed by boys themselves.
To answer the question ‘How did American women speakers succeed in gaining a public voice?’ it is helpful to consider the history of women as public speakers. However, because public speaking is a social event involving not just a speaker but also a willing audience, this analysis should incorporate public speaking as a cultural phenomenon. Anthropological approaches and ethnography illuminate the history of women’s public speaking. The ethnography of communication is concerned with recognizing recurrent speech events, their components, the relationship among components and other aspects of society, attitudes toward the event, and how communicative skills and attitudes are acquired. Pioneered by Hymes (1962), this approach places speaking within its cultural context. While it is often used to understand cultures which are very different from one’s own, this approach is ideal for understanding speaking practices from the history of one’s native culture. In this chapter I will consider U.S. culture of the early 1800s and how traditions of speaking were effectively challenged by early women orators.
Most studies of gender differences in language use have been undertaken from exclusively either a sociocultural or a biological perspective. By contrast, this innovative volume places the analysis of language and gender in the context of a biocultural framework, examining both cultural and biological sources of gender differences in language, as well as the interaction between them. The first two parts of the volume on cultural variation in gender-differentiated language use, comparing Western English-speaking societies with societies elsewhere in the world. The essays are distinguished by an emphasis on the syntax, rather than style or strategy, of gender-differentiated forms of discourse but also often carry out the same forms differently through different choices of language form. These gender differences are shown to be socially organized, although the essays in Part I also raise the possibility that some cross-cultural similarities in the ways males and females differentially use language may be related to sex-based differences in physical and emotional makeup. Part III examines the relationship between language and the brain and shows that although there are differences between the ways males and females process language in the brain, these do not yield any differences in linguistic competence or language use. Taken as a whole, the essays reveal a great diversity in the cultural construction of gender through language and explicity show that while there is some evidence of the influence of biologically based sex differences on the language of women and men, the influence of culture is far greater, and gender differences in language use are better accounted for in terms of culture than in terms of biology. The collection will appeal widely to anthropologists, psychologists, linguists, and other concerned with the understanding of gender roles.
The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.
Women use linguistic forms associated with the prestige standard more frequently than men. One reason for this is that working-class speech has favourable connotations for male speakers. Favourable attitudes to non-standard speech are not normally expressed, however, and emerge only in inaccurate self-evaluation test responses. Patterns of sex differentiation deviating from the norm indicate that a linguistic change is taking place: standard forms are introduced by middle-class women, non-standard forms by working-class men. (Sociolinguistic variation; linguistic change; women's and men's speech; contextual styles; social class; British English.)
Men Do Have Trouble Hearing Women: Research
- Abc News
Linguistic, Social and Sexual Relations: A Review of Dale Spender's Man Made Language
- Black Maria
Male and Female Differences
- Hodgins Dan