Gender Positioning in the Development of EFL activities

This article describes an experience related to gender positioning in a group of Fifth Grade students at a public institution of Boyacá. Due to the type of study and its objectives, the focus of the analysis and the interpretation of data applied was the Feminist Post-Structuralist Discourse Analysis (FPDA). The results showed that students use different positioning mechanisms during the development of the activities proposed in class, and that girls have a privileged status in the group. It was also evident that the use of the dictionary is a way to exercise power over others. Social relations in this group have emerged and solidified over time. The results also demonstrated that the positioning of the students has a positive or negative impact on their language learning process. Finally, some conclusions and implications for teachers are suggested in order to improve teaching and social practices in the classroom. 

• Fecha de publicación: 2013
• Institución: Universidad Pedagógica y Tecnológica de Colombia
• Repositorio: RiUPTC: Repositorio Institucional UPTC
• Idioma: spa
• OAI Identifier: oai:repositorio.uptc.edu.co:001/10851
• Acceso en línea: https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/2160; https://repositorio.uptc.edu.co/handle/001/10851
• Palabra clave: discourse; gender; positioning; power; language learning
• Rights: openAccess
• License: http://purl.org/coar/access_right/c_abf2