Why should English teachers consider language in relation to gender and age?
Upon completing the course, students are
expected to understand language and gender, language and age, language, gender,
age, and their implication to EFL Teaching. Therefore, you will need to read
your BMP Module-4, Materi Inisiasi 4 and some additional materials provided
before you answer the questions.
Discuss the following questions:
Why should English teachers consider language
in relation to gender and age?
Discuss with other students. Good luck
Jawaban:
Holmes (2013) argues that English teachers should
consider language in relation to gender and age because these social factors
have a significant influence on how language is used and interpreted in
society. Specifically, for the following reasons:
· Gender: Differences
in language use between men and women have been widely documented in
sociolinguistics. For example, women tend to use more standard grammar and
pronunciation, while men may use more non-standard forms, such as slang or
regional dialects. These differences can lead to misunderstandings or stereotypes
in the classroom, and teachers need to be aware of these patterns in order to
promote effective communication.
· Age: Language use
also varies depending on the age of the speaker. Younger people may use more
slang and informal language, while older people may use more formal or
traditional language. These differences can also affect communication in the
classroom, especially if the teacher is significantly older or younger than
their students. Teachers need to be aware of these generational differences in
order to create a positive and inclusive learning environment.
By taking into account the influence of gender and age
on language use and interpretation, English teachers can better understand
their students' communication styles and needs and adjust their teaching
methods accordingly. This can ultimately lead to more effective communication
and better learning outcomes for all students.
According to Jufrizal and Refnaldi (2017), English
teachers must consider how gender influences language use since it may
contribute to the perpetuation of gender stereotypes. They suggest that by
comprehending gender differences in language use, teachers can create a
learning environment that is more inclusive and does not perpetuate gender
biases. Furthermore, they propose that educating students about gender and
language can foster critical thinking and advance social justice. Jufrizal and
Refnaldi (2017) underline the significance of acknowledging and tackling gender
concerns in language teaching. English teachers should consider language in
relation to gender and age because these factors can influence language use and
affect the way students learn and communicate. According to Eckert in Jufrizal
and Refnaldi (2017), one of the experts in the field of sociolinguistics,
language use is shaped by social factors, including gender and age.
For example, research has shown that men and women
tend to use language differently, with variations in vocabulary, grammar, and
intonation (Eckert & McConnell-Ginet, 2013). Age also plays a role in
language use, with younger generations often using more informal language and
slang, while older generations may prefer more formal language.
By taking into consideration the language use patterns
of different genders and age groups, English teachers can create a more
inclusive and effective learning environment. Teachers can tailor their
approach to the specific needs of their students and encourage them to use
language in a way that is appropriate for their gender and age. This can help
students to improve their communication skills and succeed academically
(Holmes, 2013).
In conclusion, considering the influence of gender and
age on language use and interpretation is crucial for English teachers. Gender
and age differences can lead to misunderstandings or stereotypes in the
classroom, affect communication, and perpetuate biases. Therefore,
understanding these social factors can help teachers create a positive and
inclusive learning environment that promotes effective communication and learning
outcomes. Furthermore, educating students about gender and language can foster
critical thinking and advance social justice. By acknowledging and tackling
gender concerns in language teaching, English teachers can create a more
inclusive and effective learning environment.
References:
Eckert, P., & McConnell-Ginet, S. (2013). Language
and gender. Cambridge University Press.
Holmes, J. (2013). An introduction to
sociolinguistics. Routledge.
Jufrizal
and Refnaldi. 2017. Buku
Materi Pokok MPBI5302/3SKS/Modul 1-9: Sociolinguistics and Language Teaching.
Tangerang Selatan, Banten: Universitas Terbuka.