Teaching resources

[Emma Moore]

As requested, here is a quick summary of the comments I received re.
teaching resources for Language and Gender. BTW, I also just noticed
that there will be a workshop on teaching language and gender at IGALA
3.

Thanks again to everyone,
Emma.

Corpora recommended:

The Santa Barbara Corpus of Spoken American English. Part 1 is available
for $75 through the Linguistic Data Consortium:
http://www.ldc.upenn.edu/Projects/SBCSAE/

MICASE, the Michigan Corpus of Academic Spoken English:
http://www.hti.umich.edu/m/micase/.

The Bergen Corpus of London Teenage Language (COLT):
http://helmer.aksis.uib.no/colt/

British National Corpus

Switchboard (Penn Linguistic Data Consortium)

**
Video recommended:

Video on a writing system that was used by women in rural China:
http://www.wmm.com/catalog/pages/c473.htm

**
I was invited to look at the following course outline:

MJ Hardman: The specific URL is:
http://grove.ufl.edu/~hardman/courses/LangGender2003.htm

**
Several people directed me to publications (their own and others); e.g.:

Gender, Participation, and Silence in the Language Classroom:
Sh-shushing the Girls  - by Allyson Jule, Palgrave Macmillan Publishers.
(2004)

Isil Acikalin on linguistic gender differences of teachers in classroom:
Turkic Languages,edited by Lars Johanson. The numbers: 7(2003)1 and
5(2001)2 Harrassowitz Verlag.Wiesbaden.

Talbot, M. 1999. Language and Gender: An Introduction. Polity.

Goddard, A. & Patterson, L. M. 2000. Language and Gender. Routledge
(Intertext series)

Litosseliti, L. & Sunderland, J. (eds.) (2002) Discourse Analysis and
Gender Identity. 'Discourse Approaches to Politics, Society and Culture'
Vol. 2. Amsterdam: Benjamins.

Litosseliti, L. (forthcoming, 2005) Gender, Language and Discourse.
London: Arnold.

Sunderland, Jane (2004) Gendered Discourses. Palgrove.

**

Bibliography:

http://www.ling.lancs.ac.uk/pubs/clsl/wpapers.htm (Working Paper 120)

**
Finally, Amy Sheldon offered the following practical advice:

"It's an eyeopener for students to record themselves and analyze that,
in relation to a reading. See if their data replicates or not. I have
them record themselves in conversation with someone they know and
compare results using one of the categories that Pamela Fishman looked
at in her couples study: "Interaction: The work women do" in Thorne,
Kramarae and Henley.
	It would be great if there were classroom data available.  I
have students observe and report on one of their classes, after we read
a piece by Joan Swann about asymmetrical treatment of females and males
in classrooms ("Talk control..." in the Coates, _Language and Gender, a
reader_)."

**

In the end, I've decided against using corpora - largely, because it
decontextualises the data - which kind of goes against the
interdisciplinary nature of the module that I'm putting together. I'm
planning on requesting plenty of edited volumes and working on something
similar to what Amy suggests.

Again, many thanks - specifically (and in no particular order) to:
Allyson Jule, Isil Acikalin, M J Hardman, Mary Bucholtz, Ute Romer,
Miriam Meyerhoff, Tanya Matthews, Lia Litosseliti, Amy Sheldon and Jane
Sunderland.



*************************************************************
Emma Moore
Lecturer in Sociolinguistics
Department of English Language and Linguistics
University of Sheffield
UK

Phone: +44 (0)114 222 0232
Fax: +44 (0)114 276 8251
E-mail: e.moore at sheffield.ac.uk
************************************************************