Gender Language Research Articles

The role of gender, psychotype and language in motivation to read books among USA and Japanese students: Increasing motivation through 3D visualization and animation

The research evaluates the role of gender, psychotype, and foreign language proficiency in the motivation of students from the United States and Japan to read books. This study pertains to university students pursuing language translation as a professional orientation. The article employs a mixed-methods approach, combining quantitative analysis through surveys and assessments, a pre-post study, and qualitative intervention using 3D visualization and animation with Autodesk Maya software. The scholars used the Adult Motivation for Reading Scale (AMRS), the Bem Sex-Role Inventory (BSRI), the Keirsey Temperament Sorter (KTS), and the Assessment of Foreign Language Proficiency (AFLP) task sheet. Japanese students are more motivated to read books in a foreign language than American students, and, females from both Japan and the United States are more motivated to read books in a foreign language than males. The Keirsey approach to the psychotype helped the scholars reveal that the motivation to read foreign books was more developed in the Rationals psychotype of the two countries, and the least developed among Idealists psychotype in Japan and Artisans psychotype in the United States. The correlation matrix proved a strong positive result in the AMRS subscale factors and foreign language proficiency scores (r = 0.82 and r = 0.84 at p < 0.05) for students from the United States and Japan. A three-month intervention using the integration of 3D visualization and animation of Autodesk Maya found a positive impact on the motivation to read literature in a foreign language among students in both the US and Japan. The research promotes the scientific discussion of the different approaches used to investigate the role of gender, psychotype, and language knowledge in students' motivation to read books in a foreign language using 3D visualization and animation.

ГЕНДЕРНІ ПРОВОКАЦІЇ У СОЦІОЛІНГВІСТИЧНОМУ ТА ПСИХОЛІНГВІСТИЧНОМУ ПІДХОДІ

The article deals with the manipulating tactics of the verbal and nonverbal gender provocations. The article novelty may be attributed to the first attempt to describe and classify the varieties and forms of the men’s and women’s provocations, their social, pragmatic and psychological factors. The object of the article is the men’s and women’s provocation communicative tactics. The concrete task is set to investigate the communicative verbal and nonverbal men’s and women’s provocation communicative tactics. Methods of gender provocations research cover sociolinguistic, psycholinguistic, cultural linguistic interpretation analysis of men’s and women’s communicative interaction in vivo. Power is believed the principal social factor of gender difference that can be explained by the men’s physical force. Women are marked with the highest intra-gender and inter-gender competition in the struggle for their living and social needs. Women’s communicative provocations to men include ambitious, soothing, encouraging sayings, and critical, insulting, depreciating, dishonoring sayings about women and with women aimed at competition and power. Men’s provocations are mostly nonverbal – with eyes, actions, objects. Competition in both interpersonal and demographic women’s policy influences the social and ethnic structure of the countries. In recent times the ideological attitude to gender language was increased. Gender provocations reveal men’s and women’s communication distinctions in understanding genders relations, evaluations, expressiveness, topics choice, nonverbal means, etc. The historical tendency of women’s copying men’s speech style, considerably worsened lately. The communicative intra- and inter-genders difference is observed mostly in socio-psychological communication aspect due to the social and national interpersonal relations.

The status of the term violencia de género in the modern Spanish language

The problem of gender-based violence is one of the key in the most modern societies including Spain. In the country where the tradition of patriarchal relations is rooted feminist organisations, nongovernment and state organisations are constantly fighting with the gender asymmetry. In addition, the topic of gender-based violence receives special attention in the Spanish media. There are even sections in leading newspapers named “Gender-based Violence” or “Domestic Violence”. The phenomenon of gender-based violence in the context of gender language policy is actively discussed. Spain is one of the leading countries in adopting progressive gender laws aimed to combat gender-based violence. This very active attitude towards the problem of gender-based violence contrasts with the language policy in this area. Analysis of the actual linguistic material, extralinguistic situation in the country, study of the data of official statistics allowed the author to come to the conclusion that in the modern Spanish reality there is an imbalance between extralinguistic factors (active struggle against gender-based violence, presence of progressive laws) and the same language, in which the term violencia de género has not yet been codified in the dictionary of the Royal Academy of the Spanish language (while in other dictionaries and glossaries the concept is interpreted). The combination violencia de género is widely used in the Spanish speech, in the scientific papers and in the Spanish media space, that is confirmed by the Spanish language database. Free interpretations of this term because of its absence in the main dictionaries do not help the society to understand the problem properly and eradicate it.

Pre-service Teachers' Language Ideologies of Dual Language Bilingual Education Program : A Discourse in Language Education Policy

Dual language bilingual education programs have been applied in Indonesia for a long time, especially in Islamic boarding schools. Drawing to classroom language policy, this paper aims to explore language ideologies of pre-service English teachers in implementation of dual language bilingual education (DLBE) program in the classroom and to what extent do their language ideologies affect their DLBE implementation before and after-class reflection. This article uses an ethnography case study in describing and exploring individual phenomena to find out the natural data from individual daily activity. Interview and observation will be used as a data collection. The participants of this study are four pre-service English teachers represented in different race, native-language and gender categories. The focus use in this study on DLBE when students learn more than one language. Languages are separate and distinct when bilingual speakers are compared to monolingual speakers. Therefore, different language ideologies of pre-service teachers which are influenced by race, gender, and native language will affect the implementation of DLBE itself.

The Influence of Grammatical Gender on the Perception of Gender

A grammatical gender language is one that assigns a gender category, mainly in the forms of feminine or masculine, to a word. These can appear as suffixes (the masculine heureux versus the feminine heureuse) or definite articles (le or la). This paper explains linguistic relativity and how the theory builds ground for evidence that grammatical gender actively influences perception of gender, introduces multilingualism as a factor in play in discussions of the impact of grammatical gender on cognition, discusses the real-world applications of grammatical gender, and incorporates the recent findings on Artificial Intelligence and algorithmic gender bias due to language-learning intelligence systems imitating human use of language, examining and cross-referencing a multitude of studies conducted over the years to offer a fully rounded review and analysis of the literature.

Introduction

The International Journal of Literacy, Culture, and Language Education (IJLCLE) is an open-source, peer-reviewed international journal dedicated to publishing research in the field of literacy, culture, and language education from multi-, inter-, and transdisciplinary perspectives. Its mission is to promote the academic exchange of ideas and dissemination of research among scholars and researchers from diverse fields of study worldwide. Authors are invited to submit manuscripts describing scholarly research on a wide range of topics related to language, literacy, and culture in education. Theoretical and conceptual studies, empirical and applied research using qualitative and/or quantitative methodologies, critical papers, special issues, and book reviews are all invited. Contributions from a host of disciplines such as sociolinguistics, sociology of language, psycholinguistics, educational linguistics, applied linguistics, linguistic anthropology, raciolinguistics, literacy studies, cultural studies, language and gender studies, language and political economy, media and technology, language education, teacher education, educational policy, semiotics, pragmatics, language policy and planning, language revitalization, and linguistic landscapes are very welcome. The intended audience of IJLCLE is researchers, scholars, educators, and graduate students from around the world.

How international doctoral students' fields of study, proficiency in English and gender interact with their sense of making progress in English academic writing abilities.

This study investigates how non-native English-speaking (NNES) doctoral students self-assess their English academic writing (EAW) abilities. A total of 255 international NNES students, hailing from 49 different countries and speaking 48 mother tongues, voluntarily participated in our study. They were enrolled in 65 PhD programs at 14 universities across Hungary during the 2021-2022 academic year. To address our research aim, we developed a survey using a 6-point Likert scale, following the guidelines of Dörnyei and Dewaele (2022). The survey focused on self-assessing their abilities to write academic texts in English. The analysis results indicate that students lacked confidence in their EAW abilities at the beginning of their PhD studies but exhibited increased confidence at the current stage. The results also highlight the influence of gender and English language proficiency on EAW self-assessments. Additionally, senior PhD students demonstrated greater confidence in field-specific lexical knowledge compared to their first-year peers. This study highlights the fact that NNES novice writers lacked the necessary EAW skills upon entering their PhD programs, making it challenging for them to start doctoral-level writing immediately. This underscores the need for comprehensive support that encompasses both enhancing English language proficiency and providing academic writing assistance.

Exploring the relationship between cultural capital and the use of school resources for parental involvement across countries: evidence from PISA 2018

ABSTRACT This study aims to explore the effect of cultural capital on the perception of parental involvement policies offered by schools in various countries. Using PISA (2018) data, a multilevel model is implemented for each participant country to adopt a comparative perspective. While the results suggest a complex effect, moderated by idiosyncratic country characteristics, the objectified component of cultural capital shows a positive trend pattern for most countries, with a higher effect size than institutionalised and embodied cultural capital, which show a somewhat more ambiguous pattern. Additionally, variables such as gender, immigrant status, and home language show a significant effect in some of the analysed countries, suggesting that they might act as moderators. The study discusses theoretical and practical implications, as well as future research.

How to make a difference: the impact of gender-fair language on text comprehensibility amongst adults with and without an academic background.

The proliferation of gender-fair language as a medium of communication that represents all genders can be considered as an exciting development in today's rapidly changing world. In this context, the use of the gender asterisk has become especially prominent in German, it being a grammatical gender language. However, critics often argue that gender-fair language makes texts less comprehensible and decreases its aesthetic appeal. The present study tests this assumption for the German language and is the first one to test the influence of an academic background on the comprehensibility of gender-fair language. A text, either written in gender-fair language using the gender star in its singular and plural form or a version using only masculine-only forms, was randomly assigned to 81 adults without an academic background and 82 adults with an academic background (77% women in both groups). Participants were asked to fill out a web-based questionnaire answering questions on text comprehensibility and on their attitudes toward gender-fair language. The results show no statistically significant difference in comprehensibility ratings between participants who read a text in gender-fair language and those who read a text in masculine-only language. In addition, attitudes toward gender-fair language did not affect comprehensibility ratings in participants who read the text written in gender-fair language using the gender star. Further, the academic background had no effect on the assessment of gender-fair language. To conclude, the present study suggests that there is no evidence that gender-fair language reduces the comprehensibility of texts.

The Implementation of Gender Language Features in The Prince &amp; Me Movie

Communication is essential in society, as it allows individuals to express their thoughts, intentions, and feelings, directly impacting their quality of life. Language features are the foundation of effective communication. Learning language features are essential for effective interpersonal and intercultural communication. The research entitled The Implementation of Gender Language Features (Coates 2013) in the Prince &amp; Me Movie aims to identify language features used by male and female main characters in the Prince &amp; Me movie. In addition, this study will examine the factors that influence the use of language features by male and female main characters. This research will fill this gap by exploring how language feature traits are related to certain factors that influence language use in the context of the movie The Prince &amp; Me. This study analyzes the data using Coates's (2013) theory of language features and Holmes's (2013) social factor theory. This descriptive qualitative research uses the purposive sampling technique—the data collected from the Prince &amp; Me movie (2004). The findings show that women and men used the same language features with similar frequency. According to the research, Paige, the female character, and Eddie, the male character, used the question feature the most. This study also shows that the topic is the most frequent factor that influences the utterances of female and male characters.

Vocal pitch matching in early childhood as a relative cognitive strength among low academic performers

In this study, using some novel measures, we examined vocal pitch matching in 4- and 5-year-old children in transitional kindergarten classrooms and, at two time points, tested relationships between children’s singing pitch accuracy and their classroom grades as well as performance on standardized measures of developing cognitive and academic skills. Consistent with previous studies, children’s grades were strongly correlated with their performance on standardized measures and differed significantly by gender, maternal education, household income and household language. In contrast, vocal pitch matching and tonal pitch processing showed no consistent relationship to grades, standardized tests or sociodemographic variables, and children with lower academic performance showed statistically equivalent pitch singing on average compared to their peers with higher grades. These findings suggest pitch processing and production abilities may be a relative cognitive strength among children doing less well in school, which may be explored for developing programmes to lift their academic performance.

Academic success in English Medium Instruction programmes in Turkey: Exploring the effect of gender, motivation, and English language proficiency

This article reports a mixed methods study that investigated the influence of gender, English language proficiency, and general motivation (Instrumental and Integrative) on academic achievement in English Medium Instruction in Turkey. Student test scores on their EMI Business Administration courses (n=143) and a general English proficiency (GEP) test were collected from second-year students. Students also filled out Turhan & Kırkgöz's (2018) Motivation Scale. Semi-structured interviews were then conducted with a subgroup of students (n=21). Regression analyses revealed that gender had no statistically significant predictive power of EMI achievement, whereas both instrumental and integrative motivation were significant predictors. English language proficiency was the strongest predictor, explaining 90% of the variance in achievement. Interview data supported these quantitative findings. Pedagogical implications of these results for language educators, and EMI lecturers and students, as well as suggestions for further research are given.

Facebook Commentaries in Leni Robredo’s Presidential Campaign: Sexism Illumination

Sexism in social media sites has rarely been looked into and has been scarcely seen as a crucial subject to research studies, which is alarming to the desire to achieve an equal and just society. This study focused on the sexist rhetoric used in the commentaries on 2022 Presidentiable Leni Robredo to reveal how prevalent and existing sexism in the Philippines through language is. Comments are gathered from Facebook posts pertaining to Atty. Leni Robredo. The study employed a qualitative-descriptive research design, specifically content analysis, to analyze sexist words and phrases. The weight and capability of each word's sexism were compared when it is used to insult, degrade, and malign a woman to determine its level of sexism. The study revealed that deep-rooted gender biases and sexism through language are still highly functioning in society, as is observed and experienced online. Hostile sexism is the most pervasive level of sexism and hence contributes to widespread sexism in the country and is more commonly done by the majority of males than females. It is recommended that academe should promote unbiased gender language by making every term and phrase gender inclusive as an introduction lesson/subject) to avoid sexism.

PANOPTIKON AGAMA SEBAGAI PENOLAKAN DAN KEKERASAN TERHADAP KAUM LGBT DI KOTA MAKASSAR

This research aims to analyse 1) The panopticon as a religion that discloses the minds and bodies of dominant actors who reject LGBT people. 2) Forms of violence against LGBT people in the name of religion. 3) The resistance of LGBT people to their rejection. To achieve these goals, this research uses Foucault's Panopticon theory, Lacan's Psychoanalysis theory, Galtung's violence theory and Bulter's Performativity theory. This research method is qualitative-descriptive. Data collection techniques include observation, interviews and documentation and are analysed using data reduction techniques, data presentation, and conclusion drawing. The results of this study show 1) Religion becomes panoptipkon because it is not in accordance with religious values based on Q.S 51:49, Q.S 49:13, Q.S 7:80, Q.S 2 7:54, Q.S 29:28 so that society and mass organisations reject the existence of LGBT people and religion also provides objects of enjoyment such as tranquility, protection, moral and ethical guidelines so that LGBT people are also required to follow religious teachings. 2) Forms of violence against LGBT people include physical and verbal violence, structural violence based on the violence of Indonesian religious culture which is the majority of religious people so that LGBT is considered to disrupt their order even though the act violates article 351 KHUP, 352 KHUP, 359 KHUP, 311 KHUP and human rights. 3) The resistance of LGBT people by performing acts of identity performativity such as wearing clothes according to their gender identification, deconstructing cultural norms such as deconstructing standardised gender language, stereotypes and binaries, collaborating with YLBHI and 23 organisations with the aim of protesting and denouncing the draft regional regulation (raperda) because it is not in accordance with the Universal Declaration of Human Rights.

“What if they need to block her on a kick return?”: media framing and self-representation of Sarah Fuller’s historic season as a Vanderbilt soccer player and football kicker

ABSTRACT This paper assesses the representation and self-representation of Sarah Fuller before, during and after her historic kick for Vanderbilt’s football team in 2020. Through an analysis of 193 social media posts and 397 articles, the findings from this study demonstrate that, even in seemingly celebratory coverage of Fuller’s experiences as a football player, media members employed gendered language that “othered” Fuller in relation to her male teammates. Meanwhile, Fuller used her own social media accounts to present herself as a two-sport athlete and occasionally respond to critics. This research concludes that hegemonic themes and patterns remain prevalent in sports media coverage of women athletes. Incorporating women athletes’ voices or perspectives from their personal social media accounts more frequently in sports reporting, however, could serve as one way to increase the depth and quality of such coverage. Building on feminist sports media literature and frameworks around hegemony in sport, the results from this paper ultimately contribute to a robust field of research on women athletes’ representation in the press and on personal social media pages.

Understanding Gender Stereotypes in the Context of Foreign Language Learning through the Lens of Social Cognitive Theory

AbstractUsing Bandura’s (1986) social cognitive theory as a theoretical framework, this study explores the relationships between gender stereotypes and language learning experiences, particularly in the context of learning English as a foreign language (EFL). It aims to provide a better understanding of the role of gender stereotypes in the language learning process focusing on how they both influence and are influenced by various behavioral, personal, and environmental processes. To achieve this, a qualitative study based on in‐depth semi‐structured interviews was conducted with a total of 32 participants, including 17 teachers and 15 learners from six different universities in Turkey. Results revealed that both EFL teacher and learner participants were aware of certain gender stereotypes in language learning. These stereotypes were found to create diverse and distinct learning experiences for female and male learners, influenced by behavioral (i.e., perseverance, sense of responsibility), personal (i.e., attributions, emotions), and environmental (i.e., significant others’ expectations) processes. The study further highlighted the deep‐rooted and differential influence of societal norms and cultural expectations on female and male learners’ experiences. These findings emphasize the importance of understanding and addressing gender stereotypes in language education to promote an inclusive and equitable learning environment and support learners’ engagement and success, regardless of their gender.

A Longitudinal Examination of Latinx Students’ Kindergarten Readiness with High School Achievement and Discipline Violations

Understanding achievement and discipline trajectories of Latinx students is critical given disproportionate dropout/pushout rates of Latinx students from schools across the U.S. Using a Critical Race Theory framework, the current study examined longitudinal associations amongst a sample of (N = 1672) Latinx youths’ school readiness at kindergarten entry and their subsequent academic achievement and discipline violation assignments in high school, also examining the associations with gender, socioeconomic status, English language status, and special education status. A moderated mediation analysis found that high school achievement fully mediated the negative association between kindergarten readiness and high school discipline outcomes. Gender, SES, and English language status were all found to have non-significance or poor fit as moderators. The association between kindergarten readiness and high school achievement was significant for students in general education but not in special education. Implications related to these findings, early assessment, intervention, and best school discipline practices are discussed.

Gender-fair translation: a case study beyond the binary

ABSTRACT The increased visibility of non-binary individuals has fostered discussions around language and inclusivity. Due to differences in grammatical structures and language-specific strategies to represent non-binary genders, translation from notional gender languages into grammatical gender languages is extremely challenging. Hence, I propose a case study in gender-fair translation from English into German. Six language professionals translated three different texts. For each text, participants were instructed to use a different approach to gender-fair language, namely gender-neutral rewording, gender-inclusive characters, and neosystems. The focus of the present study is not on translation quality but rather on the cognitive processes and ease of integrating gender-fair language in the translation process. Findings from screen recordings show clear differences in translation times among participants and only partially among strategies. Results from retrospective interviews, non-participant observation, and target text annotations show increased keyboard activity and perceived difficulty in neosystems as well as lower success in their application.

Implicit Grammatical Gender Representation in Italian Children with Autism without Intellectual/Language Disorder.

Grammatical language development in individuals with autism (without intellectual/language impairment) is mostly qualitatively comparable to language development in typically developing children of the same age. The majority of tasks used to study grammatical development require explicit performance (use of verbal language). Here, we administered an implicit categorization task (by biological sex) to understand which markers children use to implicitly infer grammatical gender representation in Italian (a gendered language where grammatical gender can be inferred via a determiner and/or word ending). Participants were asked to categorize photos of animals, relying on the names that differed in regard to the grammatical markers involved (i.e., lexical semantic, phonological, syntactic or phonological + syntactic). Children with autism displayed the same patterns observed in typically developing children: the lexical-semantic marker was categorized more accurately, followed in decreasing order by the phonological-syntactic marker and the phonological marker. The syntactic marker was the most difficult to categorize for both groups. In addition, children with autism showed an advantage in grammatical gender representation when using formal/grammatical markers than when using lexical/semantic markers. Such an implicit assessment allows for the investigation of more nuanced linguistic representations other than those expressed by traditional assessments.

Disparities in patient-resident physician communication and counseling: A multi-perspective exploratory qualitative study.

Effective communication between physicians and patients plays an integral role in clinical care. Gaps in a physician's ability to ensure effective communication, especially with patients from diverse backgrounds, are known causes of medical errors. This study explores the potential biases and disparities in patient-resident communication, which may influence a patient's quality of care. This exploratory qualitative study was conducted at the largest academic medical center in Pakistan. Purposive sampling was used to approach participants from surgery, medicine, obstetrics and gynecology, pediatrics and family medicine. Faculty, fellows and residents working in these departments and medical students in their fourth and fifth years of undergraduate education with prior experience of at least one month in these specialties during their clinical rotations were included. Focus group discussions (FGDs) lasting 45-60 minutes were conducted with each cohort of healthcare professionals separately, using a semi-structured interview guide. Sixty participants (19 males and 41 females, mean age: 32.9, SD: 10.9) took part in the study. Thematic analysis revealed five major themes. Four themes focused on residents' biases and patient disparities hindering patient-resident communication: (1) patient-resident gender discordance (2) ethnicity and language barriers, (3) differing social class of the patient, and (4) challenging patient-resident interactions (patients resistant to treatment, exceedingly inquisitive and those with multiple attendants, etc.). The fifth theme identified the need for a communication skills curriculum in postgraduate medical education. Opposite gender and discordant socioeconomic/cultural backgrounds of patients pose a challenge to effective patient-physician communication. Self-identification and awareness of residents' biases when interacting with patients can ensure their active elimination and improve their communication skills. Integrating these components in a standardized curriculum within postgraduate programs can enable resident-physicians to provide the same level of care and communicate more efficiently with patients of all backgrounds.