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Theorizing Gender Perspectives in Foreign and Second Language Learning

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Gender Perspectives on Vocabulary in Foreign and Second Languages

Abstract

The field of gender and foreign or second language education — of which the teaching and learning of foreign and second language vocabulary is part — is a long-established one, having been a concern for many researchers and language teachers since the inception of the modern women’s movement (for example, Schmitz, 1975). It is also a wide field and hence of interest to a wide audience, including language education practitioners, researchers interested in second language acquisition (SLA) and many who work in gender studies. Of course, many readers will fall into more than one of these camps.

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Authors
  1. Jane Sunderland
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Editors and Affiliations

  1. University of La Rioja, Spain

    Rosa María Jiménez Catalán

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© 2010 Jane Sunderland

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Sunderland, J. (2010). Theorizing Gender Perspectives in Foreign and Second Language Learning. In: Catalán, R.M.J. (eds) Gender Perspectives on Vocabulary in Foreign and Second Languages. Palgrave Macmillan, London. https://doi.org/10.1057/9780230274938_1

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