Investigating Chinese Learners' Interactions in Relation to Gender and Sexuality in the ESL Classroom in the UK

Autor/in	Gao, Feng
Titel	Investigating Chinese Learners' Interactions in Relation to Gender and Sexuality in the ESL Classroom in the UK
Quelle	In: Journal of Language, Identity, and Education, 19 (2020) 4, S.246-259 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2019.1655424
Schlagwörter	Asians; Teacher Student Relationship; Gender Differences; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Foreign Students; Academic Achievement; Sex Stereotypes; Personal Autonomy; Classroom Communication; Sex Role; Language Teachers; Social Bias; Social Attitudes; Sexual Identity; Learning Processes; United Kingdom + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; Teacher student relationships; Lehrer-Schüler-Beziehung; Geschlechterkonflikt; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Schulleistung; Individuelle Autonomie; Klassengespräch; Geschlechterrolle; Language teacher; Sprachunterricht; Social attidude; Soziale Einstellung; Geschlechtsidentität; Sexuelle Identität; Learning process; Lernprozess; Großbritannien
Abstract	This article examines a group of Chinese students' diverse participation in teacher-student interactions involving gender and sexuality topics in ESL classrooms in the UK. The findings indicate that the Chinese students have experienced transformations of the performance of gender. Some students strategically incorporate new gender performances in ESL classrooms that they find useful for social and academic gains. However, when facing new gender performances which are undesirable or stereotyped, some students display a strong sense of agency and resistance, even at a price of sacrificing opportunities of engaging in classroom discussions. The intersection of gender and sexuality in the ESL classroom interaction offers Chinese students the opportunities to explore a variety of progressive and non-progressive gender and sexual roles that men and women occupy in Britain. But some ill-prepared ESL teachers deal with issues of gender and sexuality with prejudicial heterosexist or homophobic attitudes, which may mislead students and have a negative impact on their learning and gender and sexual identity construction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01