By Jo Carr, Anne Pauwels
This ebook examines the ongoing negative courting among boys and the research of international languages and is framed by means of dialogue of gender socialization, gendered curriculum practices and cultural narratives approximately boys and education. The center of the e-book is developed by way of boys themselves. Their commentaries increase vital concerns for language academics and curriculum planners, but in addition for everybody all in favour of wider conversations approximately boys, language, literacy and schooling.
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Additional info for Boys and Foreign Language Learning: Real Boys Don't Do Languages
The 1996 National School English Literacy Survey, for example, undertaken by the Australian Council of Educational Research, found that in reading, 34 per cent of boys in Years 3 and 5 did not meet national standards compared with 23 per cent of girls, while in writing tasks, 35 per cent of the boys in Year 3 did not meet national standards compared with 19 per cent of girls; and in Year 5 testing, 41 per cent of the boys compared with 26 per cent of girls did not meet the standards (Gilbert and Gilbert, 1998:19).
Gender, it was argued, is never a free-standing variable. This research indicated that not all girls are performing well in school, or are out-performing boys; and that not all boys are underachieving (Davy, 1995). In Queensland, more recently, Lingard and Douglas (1999) suggest that closer analysis of the ‘underachieving boys’ suggests that the outcomes being read to increasingly 36 Boys and Foreign Language Learning alarmist effect are less to do with poor performance by boys in specific areas and more to do with improved performance by girls in traditionally ‘masculine’ curriculum areas.
Although there is no evidence of a foreign language consistently attracting more boys than girls, Chinese could be seen as a language with the most balanced enrolment patterns across countries and levels. 2 Setting the Scene 19 The statistical information presented in this chapter confirms that there is a degree of gendering in the study of foreign languages in all the Anglophone countries we examined. Boys participate less than girls and their participation diminishes significantly, at least for most languages, the more advanced the study of the language gets.