Abstract
This chapter focuses on exploring the effects of the teacher’s unconscious or conscious transferring of gender knowledge to private school primary students in the Philippines. Critical discourse analysis, feminist post-structuralist discourse analysis, and a modified version of the INTERSECT observation system were used to analyse teacher–student classroom interactions, the students’ descriptive essays, and focus group discussions to quantify and qualify the teacher’s role in the gendering process of ESL students. This chapter shows how classroom interaction between ESL teachers and students creates a pattern defined by the quantity of Praise, Acceptance, Criticism, and Remediation interactions which either challenges or maintains the students’ current gender knowledge. It includes practical implications and suggestions that can help teachers raise awareness on gender stereotypes.
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Potestades, R.R. (2021). Exploring the Role of Teacher Talk in the Gender Identity Construction of Filipino Children. In: Banegas, D.L., Beacon, G., Pérez Berbain, M. (eds) International Perspectives on Diversity in ELT. International Perspectives on English Language Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-74981-1_8
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DOI: https://doi.org/10.1007/978-3-030-74981-1_8
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