Gender Performance in Writing. Pedagogical Implications for Gender Performance in the English Language Teaching Classroom

Abstract

The aim of this text based upon social constructionism is to discover if, and how, gender is performed in written texts by adult second language learners in English language courses in the UK, and to discuss the pedagogical implications of this. The primary materials were scripts written by students and the method was quantitative as well as qualitative. Literacy skills among students may differ, but this research pointed towards the fact that there is no different language for males and females. It was difficult to say whether or not the gender factor was important in the scripts, but the conclusion drawn was that it is important to continue discussing the gender issue throughout the teacher training programme, since teachers' treatment of students affect how students form the conception of themselves.