Gender equality and Language Teaching. A communicative approach from Sociodiscursive Linguistics

Abstract

In this article we make a comparison relate language teaching development and the emergence of sociodiscursive perspectives on general linguistics. Numerous studies have analyzed the importance of social and cultural factors on language codification but they didn't affect language teaching practices. In order to make easier for the students understand links between common language usage and social inequalities, we point out the relevance of incorporating a significant reflection about language sexism at school. Then, we will analyze two debate sessions from two groups of secondary school students. In both cases, interactions show that the verbal hygiene serves not only to improve communicative skills, such as argumentative capacity, but also to exhibit social problems related to gender stereotypes. In this way, we shouldn't teach languages focusing mainly on grammar aspects. On the contrary, we should use alternative methodologies far away from tradicional teaching perspectives, promoting coeducation.

Keywords

• language teaching
• linguistic sexism
• coeducation
• gender