Gender Positioning in the Development of EFL activities

Authors

  • David Camargo Pongutá Universidad Pedagógica y Tecnológica de Colombia

DOI:

https://doi.org/10.19053/0121053X.2160

Keywords:

discourse, gender, positioning, power, language learning

Abstract

This article describes an experience related to gender positioning in a group of Fifth Grade students at a public institution of Boyacá. Due to the type of study and its objectives, the focus of the analysis and the interpretation of data applied was the Feminist Post-Structuralist Discourse Analysis (FPDA). The results showed that students use different positioning mechanisms during the development of the activities proposed in class, and that girls have a privileged status in the group. It was also evident that the use of the dictionary is a way to exercise power over others. Social relations in this group have emerged and solidified over time. The results also demonstrated that the positioning of the students has a positive or negative impact on their language learning process. Finally, some conclusions and implications for teachers are suggested in order to improve teaching and social practices in the classroom. 

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Author Biography

David Camargo Pongutá, Universidad Pedagógica y Tecnológica de Colombia

Administrativo Profesional

Oficina Educación Virtual

Published

2013-12-02
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How to Cite

Camargo Pongutá, D. (2013). Gender Positioning in the Development of EFL activities. Cuadernos de Lingüística Hispánica, (22), 147–166. https://doi.org/10.19053/0121053X.2160

Issue

Section

Language pedagogy