University of Hertfordshire

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Original languageEnglish
Number of pages19
Pages (from-to)1-19
JournalGender and Education
Journal publication date6 Apr 2018
Early online date6 Apr 2018
DOIs
Publication statusE-pub ahead of print - 6 Apr 2018

Abstract

Fewer than 15% of primary school teachers in both Germany and the UK are male. With the on-going international debate about educational performance highlighting the widening gender achievement gap between girl and boy pupils, the demand for more male teachers has become prevalent in educational discourse. Concerns have frequently been raised about the underachievement of boys, with claims that the lack of male ‘role models’ in schools has an adverse effect on boys’ academic motivation and engagement. Although previous research has examined ‘teaching’ as institutional talk, men’s linguistic behaviour in the classroom remains largely ignored, especially in regard to enacting discipline. Using empirical spoken data collected from four primary school classrooms in both the UK and in Germany, this paper examines the linguistic discipline strategies of eight male and eight female teachers using Interactional Sociolinguistics to address the question, does teacher gender matter?

Notes

This document is an Accepted Manuscript of an article published by Taylor & Francis Group in Gender and Education on 6 April 2018, available online at: https://doi.org/10.1080/09540253.2018.1458078. Under embargo until 6 October 2019.

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