NAME : La Ode Rio

NIM : 1609067030

TASK : Advanced Linguistics

SUMMARY Of LANGUAGE GENDER AND EDUCATION

Sex And Gender

Sex is male and female. Gender is masculine and feminine. So, Sex refers to
biological differences; chromosomes, hormonal profiles, internal and external sex organs.
Gender describes the characteristics that a society or culture delineates as masculine or
feminine.

Language and gender

Men and women are socialized to express themselves in different ways in accordance
with cultural norms that teach and reinforce differentiated gender roles. Three issues:

1. Do women and men speak a different language - genderlect? Do they speak differently

2. Do women and men behave differently in conversations? Use language differently

3. Gender bias in English

Phonological variations

Men Women

Runnin running

Less use of post-vocalic /-r/ greater use of post-vocalic /-r/

dis and dat this and that

Double negation single negation

Gender is a factor in the choice of variation symbolizes female

What motivates boys to choose /in/ and girls /ing /in/ form is used in informal settings and
/ing/ in more formal contexts The /ing/ variant therefore carries social meaning i.e. it
symbolizes formality /ing/may also be associated with compliance and politeness formality,
politeness, compliance with female go together.
Grammatical Variants

1. non-standard -s They calls me all the names under the sun

2. non-standard has You just has to do what the teachers tell you.

3. non-standard was You was with me, wasn't you?

4. negative concord It ain't got no pedigree or nothing.

5. non-standard never I never went to school today.

6. non-standard what Are you the little bastards what hit my son over the head?

7. non-standard do She cadges, she do.

8. non-standard come I come down here yesterday.

9. ain't = auxiliary have I ain't seen my Nan for nearly seven years.

10. ain't = auxiliary be Course I ain't going to the Avenue.

11. ain't = copula You ain't no boss.

Jenny Cheshire adventure playground use. Boys used non-standard form more than
girls.

Intonation

In general women use s wider range of pitches and more rapid shift in volume and
velocity. In other words women talk melodically and faster than men who are more monotone
and slower.

Women use more tag questions than men

Affective tags "are used not to signal uncertainty on the part of the speaker, but to indicate
concern for the addressee":

Open the door for me, could you?

His portraits are quite static by comparison, aren't they?

Affective tags are further subdivided into two kinds: softeners like the first example
above, which conventionally mitigate the force of what would otherwise be an impolite
demand
 Facilitative tags like the second example, which invites the listener to take a
conversational turn to comment on the speaker's assertion.

Gender differences in language use:

George Keith and John Shuttleworth (2008) in Living Language (p.222) suggest that
women - talk more than men, talk too much, are more polite, are indecisive/hesitant, complain
and nag, ask more questions, support each other, are more co-operative. while men - swear
more, don't talk about emotions, talk about sport more, talk about women and machines in the
same way, insult each other frequently, are competitive in conversation, dominate
conversation, speak with more authority, give more commands, interrupt more.

Jennifer Coates (1993) claims that Men will often reject a topic of conversation
introduced by women while women will accept the topics introduced by men, they discuss
male topics e.g. business, sport, politics, economics. Whereas Women are more likely to
initiate conversation than men, but less likely to make the conversation succeed.

Robin Lakoff in his book Language and Womans Place (1975) and in a related
article published some claims that women;

Speak less frequently

Show they are listening by using minimal responses mm, yeah

Speak more quietly than men and tend to use the higher pitch range of their voices

Use hyper-correct grammar and pronunciation: Standard English

Use a greater range of intonation and speak in italics: so, very, and quite.

Robin Lakoff (cont.)

Use question intonation in declarative statements: women make declarative statements

into questions by raising the pitch of their voice at the end of a statement, expressing
uncertainty.

Overuse qualifiers: (for example, I think that...)

Hedge: using phrases like sort of, kind of, it seems like.

Use super-polite forms: Would you mind...,I'd appreciate it if..., ...if you don't mind.

Apologise more: (for instance, I'm sorry, but I think that...)

Use tag questions: You're going to dinner, aren't you?

Have a special lexicon: e.g. women use more words for colours, men for sports.

Turn taking behaviour in mixed sex conversations

 Turn-length: men take more and longer turns

interruptions: mainly by men

Silence (after speakers turn before addressee continues): women's silence far longer

back-channels: (e.g. um hmm, oh really?) women use more (supportive behaviour)

questions: 70 per cent by women, e.g. as a means for topic introduction ("Dya know
what?")

topics: men tried 29 times and succeed 28 times; women tried 47 times and succeeded 17
times

women talk to other women about family and interpersonal matters; while men talk to
male friends about cars, sports, work, motorcycles, carpentry, and politics

Women are more sensitive to social connotations of speech. (Tannen 1992: 75)

Gender Bias in English

Language expresses cultural models in part through the way things are named

In societies where womens roles are devalued inequalities in linguistic images are one
sign of denigration

By continued use of words and expressions that demean women speakers unconsciously
reproduce and reinforce negative stereotypes.

Sexism in the English language

The feminine as a marked category

dog - bitch (masc. = neutral term)

lion - lioness /tiger - tigress (masc. = neutral term)

actor - actress (fem. nowadays often avoided)

manager - manageress (fem. suggests lower status, e.g.

of laundrette but not of bank)

Generally, masculine terms often unmarked in the sense that

it is the feminine term that takes an ending

only the masculine term can be used both for males and females.
Gendered Interactions in the Classroom

Some studies are conducted to investigate gendered interactions in the classroom.

Hellers (1999, 2001) ethnography of a French-language school in Toronto demonstrated that
older immigrant girls had least access to the schools linguistic resources, in particular,
English, whereas academically successful middle-class males were most likely to become
bilingual in a way envisaged by school. Girls who are ethnically or racially distinct from the
mainstream population are particularly likely to be rendered invisible or inaudible.

Millers (2003) study of immigrant students in an Australian school shows that blond
white-skinned Bosnian girls were easily accepted by their teachers and peers and perceived as
competent speakers of English, whereas Chinese girls who arrived in the school at about the
same time were oftentimes excluded from social interactions and positioned as incompetent.
What is at play here is not gender or race or culture per se, but assumptions made about
members of a particular community.

Juls (2004) study of a Canadian classroom, where a middle-class white Canadian

teacher firmly believed that Punjabi culture was a disadvantage from which the students, in
particular girls, had to be rescued. She also ignored Punjabi girls contributions in her class,
thus contributing to their silencing.