Boys’ and Girls’ Gendered Voices in EFL Debates

Main Article Content

Luis Leonardo Cabezas Galicia
Leidy Milena Florez Fernández
María Fernanda Camacho Posada

Abstract

This article reports a case study conducted at a school in Bogotá. It was based on constructivist and poststructuralist frameworks that viewed gender positioning as a social construction in foreign language learning contexts (Baxter, 2003; Sunderland, 1992; Tannen, 1996). Aiming to understand how ninth grade gender positioning is constructed, and how gendered discourses emerge in EFL debates, we carried out interviews and observations and analyzed those issues following feminist poststructuralist discourse analysis (FPDA) principles (Baxter, 2008). Findings suggest that learners view themselves as both masculine and feminine, using their interests and behaviors as the principal means of defining their gender positioning discursively in debates in another language (L2).

Article Details

How to Cite
Cabezas Galicia, L. L., Florez Fernández, L. M., & Camacho Posada, M. F. (2012). Boys’ and Girls’ Gendered Voices in EFL Debates. HOW Journal, 19(1), 61-75. Retrieved from https://howjournalcolombia.org/index.php/how/article/view/38
Section
Research Reports
Author Biographies

Luis Leonardo Cabezas Galicia, Universidad Distrital Francisco José de Caldas, Bogotá

Luis Leonardo Cabezas completed his coursework for the B.A. in TEFL at Universidad Distrital. He works as a teacher of English at Instituto Sociocultural Americano (ISA).

Leidy Milena Florez Fernández, Universidad Distrital Francisco José de Caldas, Bogotá

Leidy Florez Fernández completed her coursework for the B.A. in TEFL at Universidad Distrital. She is involved in the research project called: “Impacto profesional y ocupacional de los egresados de la Licenciatura inglés at Universidad Distrital Francisco José de Caldas.”

María Fernanda Camacho Posada, Universidad Distrital Francisco José de Caldas, Bogotá

María Fernanda Camacho Posada completed her coursework for the B.A. in TEFL at Universidad Distrital. She is involved in the research project called: “Impacto profesional y ocupacional de los egresados de la Licenciatura inglés at Universidad Distrital Francisco José de Caldas.” Ms. Camacho works as English teacher at Interpretamos y Evaluamos/ICFES exam preparation.

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