Gender inequalities related to SLA

Gender inequalities related to SLA

It is true that in our society, there are many inequities. We may all influence by those inequities somehow. Indeed, social inequities play a negative role in second language acquisition. In this reflection, I mainly focus on the gender inequalities on foreign and second language teaching.

Basically, gender plays a dual role in foreign and second language teaching. On the one hand, Learners as individuals whose motivations, investment, choices, and options may be limited by gender as a system of social relations and discursive practices. One the other hand, in the language classrooms, teachers introduce students to "virtual world" of other languages where gender and sexuality may be constructed and performed differently than in their own culture.

Because of the gender inequalities, there is difficult for women to get access to the material and symbolic resources, including education and interactional opportunities. For examples, in some culture, women are supposed to look after their babies and families. In this situation, mothers may be forced to stay at home. Therefore, they may have no chance to learn other languages after they have families. What’s more, some women’s husbands do not want their wives to become more educated than they are. Therefore, females are supposed to be less educated than males under the social bias. In turn, women may be reluctant to attend classes due to the prior lack of education. This kind of social bias may decrease the females’ learning motivation. It is just like a vicious cycle.

            Therefore, the gender inequities become a major issue preventing some women from acquiring a second language. Teachers of second languages must be aware of the gender inequities that might exist in their classrooms.

It is apparent that women from all cultures are subject to the demands of their first language culture that might interfere with SLA. The inequities range from something as serious as sexual harassment to demands that women remain home to look after their children and husband. Their level of education prior to beginning to acquire a second language, their financial status, the level of freedom which they were allowed in their first culture and perhaps their comfort level with men in the classroom. All of these issues, in varying degrees, could have an impact on their SLA.

It is imperative, therefore, that the teacher of second languages be aware of the cultural background of all students in the class and especially the background of the female students in the class.

To counteract the affect of gender inequities, some researchers proposed that a feminist curriculum be developed to help women acquire a second language in the face of so many gender inequities. However, in my opinion, if a feminist curriculum is developed and used in a second language classroom, does that mean that the men in the classroom will be disadvantaged by the curriculum or will the curriculum deal with any male gender inequities or will second language programs have to be segregated into male and female classes. It is clear that something needs to be done to account for the gender inequities which women experience, but some thought needs to be given to just what should be done. Perhaps a curriculum could be devised to offset all gender inequities (male and female) and keep both men and women in the same second language classes. Segregating them might rob the teacher of an opportunity to show both men and women the negative affects of gender inequities.

In conclusion, the gender inequalities do interfere women with their second language learning. It is important for teachers to be aware of gender inequities in the classroom. What’s more, it is ideal to create a curriculum balance all the gender inequities in both males and females.