Titlebook: Gender, Participation and Silence in the Language Classroom; Sh-shushing the Girl Allyson Julé Book 2004 Allyson Julé 2004 English.ESL.gend

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Synchronism

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Girl Talkare constructed into being. Classroom moments may reveal experiences that are heavily influenced by being a Punjabi girl. As discussed, Mrs. Smith appears to dominate the classroom speech. But Mrs. Smith is not all that remarkable in her routinely privileging the boys, offering response and recognit

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sroom, Julé re-assesses Lacan‘s approach to belonging with other theoretical approaches to gender and language, making use of case-study methods. She asks key questions: Are there observable tendencies in the way that boys and girls receive and use talk in the classroom? How might such tendencies be

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Yiting Fan,Yat-Yin Lam,Alex Pui-Wai Leentersubjectivity. Also, the fact that Mrs. Smith’s students are in a language classroom to learn to speak English problematizes the lack of speech production, particularly on the part of the girls in this context, making their silence ironic. If they are in a language learning classroom, why are they rarely speaking?

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Postoperative Care of Cardiac Patients,ears to dominate the classroom speech. But Mrs. Smith is not all that remarkable in her routinely privileging the boys, offering response and recognition of their contributions, while regularly diminishing the girls’ contributions; this behavior is often seen in teacher-led lessons (Mahony, 1985; Thornborrow, 2002).

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