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Language Teaching Research
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Girls being quiet: a problem for foreign language classrooms?

Jane Sunderland

Bowland College, Lancaster University

The majority of quantitative and arguably of qualitative studies of gendered classroom discourse have produced depressing findings in terms of the quality and quantity of teacher attention female students attract/receive and the amount of talk they produce. In the language classroom, considered by many teachers to be a ‘girls’ world’, findings may be rather different.

Language Teaching Research, Vol. 2, No. 1, 48-82 (1998)
DOI: 10.1177/136216889800200104
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J. Sunderland
New understandings of gender and language classroom research: texts, teacher talk and student talk
Language Teaching Research, April 1, 2000; 4(2): 149 - 173.
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