LANGUAGE AND GENDER

A.Y. 2020-2021_1st Semester

ENG213D_Module 1

Course Description
This course provides pre-service English teachers an introductory background to the large
body of interconnected literature on Language and Gender within the fields of Linguistics,
Sociology, History, Philosophy, Psychology, and Gender Studies. Pre-service English teachers
will research and investigate how language in use mediates, and is mediated by, social
constructions of gender and sexuality.

A critical analysis in the ways the production and perception of language reflects and perpetuates
differences in gender identity and sexual orientation, and the potential in language to challenge
and transform perceptions of gender and gender relations will be emphasized throughout
instruction. The awareness and knowledge that will be gained from this course will be relevant to
the practice of language teaching.

Module Overview
This module immerses pre-service English teachers to the preliminaries of Language and
Gender. It seeks to review and build good foundations on Linguistics and Gender Studies, more
specifically. This module includes readings, tasks, activities, and assignments that reinforce
guided-independent learning. Copies of scholarly articles and book chapters and links of video
resources will be provided to pre-service English teachers for further extensive reading.

Learning Objectives
After completing this module, the pre-service English teachers must have:
1. understood and reviewed the basic concepts and important components of
Linguistics and Gender Studies; and
2. explained the interconnectedness and interrelatedness of the study of Language
and the study of Gender.

Duration
Start: October 16, 2020 (12:00 noon)
End: November 13, 2020 (12:00 noon)

Learning Content
1.0 Questions to Ponder on Language and Gender
2.0 Basic Concepts and Components of Linguistics
2.1 Phonology
2.2 Phonetics

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 2.3 Morphology
2.4 Syntax
2.5 Pragmatics
2.6 Semantics
3.0 Constructing, Reconstructing, and Deconstructing Gender
3.1 Sex and Gender
3.2 Learning to be Gendered
3.3 Keeping Gender
3.4 Masculinities and Femininities
3.5 Gender Practice
4.0 Linking the Linguistic and the Social
4.1 Changing Practices, Changing Ideologies
4.2 The Social Locus of Change
4.3 Linguistic Resources

1.0 Questions to Ponder on Language and Gender

To know the scope and depth of this course, you should reflect on and answer, in your
own words and understanding, the questions in Activity 1. This will serve as a diagnostic
assessment. We will focus on your responses to make sense of your level of purview.

Task 1: Language and Gender

Instructions: Read and answer each question carefully (3 points each). There is no limit to
the no. of words allowed in every response. Kindly use another sheet of paper for your answers.

1. What do you think is the nature of language?

2. What is gender? Is it different from sex?
3. Does language shape the way we think? And, why?
4. In what ways does language intersect with gender?
5. Why do we perceive women’s language as less adequate than men’s?
6. Do women talk much more compared to men? And, why?
7. Does language entail power? And, why?
8. How does gender affect language?
9. How does language affect gender?
10. What is the importance of studying gender through the lens of Linguistics?
11. How can words pertaining to genders contribute to our identities?
12. How can we reconcile the problems of grammatical gender in English?
13. What are the implications of grammatical genders for language teaching?
14. How different is gay speak? And, why is it pivotal?
15. Describe your own speech style based vis-à-vis your gender identity.

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 After reflecting on your answers, you should, at least, have an idea about what we are going
to delve into this course and the following modules. We will also discuss and, possibly, debunk
some myths on language and gender after your activity (1).

Assignment 1: In My Reflections: What Have I Learned?

Send by e-mail to:
Font: Garamond 12, paper size A4
Minimum of 1 page-Maximum of 3 pages, single-spaced, (20 points)
Document title: NAME – ENG213D – Assignment 1
Discussion: October 16

This assignment is designed to help you start thinking about the contexts of Language and
Gender. Write about what you have learned during the 1 st discussion. You will present your
analysis/summary paper through zoom meeting (for synchronous students).

In preparing your write-up, consider the following guide questions:

1. What were my misconceptions on Language and Gender?

2. Were my questions answered during the discussion?
3. What is the most important learning I have gained during the discussion?
4. What do I want to learn more about in this course?
5. What are my expectations in this course?

Video Resource
 How language shapes the way we think | Lera Boroditsky
https://www.youtube.com/watch?v=RKK7wGAYP6k

2.0 Basic Concepts and Components of Linguistics

The subject “Language and Gender” has two main schools of thoughts, namely
Linguistics and Gender Studies. For the first part of this course, we will tackle each area
separately. This is to rediscuss the basic components and concepts of each area. These will serve
as the analytic bases of our discussions and your analysis papers throughout the course.

The following will be the required readings/resources for “Introduction to

Linguistics/Language”. E-copies will be sent through e-mail or messenger.
 An Introduction to Linguistic Theory (Fromkin, 2000)-Chapter 1, p. 16-34
 An Introduction to Language (Fromkin, Rodman, & Hyams, 2010)-Chapter 1, p. 1-27

Video Resource
 What is Linguistics: Crash Course Linguistics #1
https://www.youtube.com/watch?v=3yLXNzDUH58

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  Linguistics 101: The Scientific Study of Language
https://www.youtube.com/watch?v=sGWpbDI11Ik
 Introduction to Linguistics
https://www.youtube.com/watch?v=DF679Ks8ZR4
 What do all languages have in common? - Cameron Morin
https://www.youtube.com/watch?v=RQW3zC5QaY4
 Does grammar matter? - Andreea S. Calude
https://www.youtube.com/watch?v=Wn_eBrIDUuc&t=170s

Task 2: Consider These!

“I learned a new word today” and “I learned a new sentence today”. Do you think the two
statements are equally probable, and if not, why not? Kindly use another sheet of paper for your
answer (10 points).

Task 3: Is it Grammatical?
Instructions: Consider the following sentences. Put a star (*) after those that do not seem
to conform to the rules of your grammar, that are ungrammatical for you. State why you think
the sentence is ungrammatical. Kindly use another sheet of paper for your answers (2 points
each).

1. Lance forced the president go. 14. The fact that you are late to class
2. Jessi forced Joshua to go. is surprising.
3. Christian made Faust go. 15. Has the nurse slept the baby yet?
4. He passed by a large pile of junk. 16. I was surprised for you to get
5. He drove by my house. married.
6. He drove my house by. 17. I wonder who and Mary Lyn
7. Did in a corner little Analyn sit? went swimming.
8. Gideon is resembled by Charles. 18. Myself bit John.
9. Aloysius is eager to please. 19. What did Anton eat the toadstool
10. It is easy to frighten Emily. with?
11. It is eager to love a kitten. 20. What did Kimberly eat the
12. That birds can fly flabbergasts. toadstool and?
13. Kim and Jus sleep furiously.

Task 4: Alex the Parrot and Bambie the Dog

Instructions: Research and answer the following problems. There is no limit to the no. of
words allowed in every response. Kindly use another sheet of paper for your answers (10 points
each).

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 1. An African grey parrot named Alex who was the subject of a 30-year experiment was
reported to have learned the meanings of 150 words. There are many reports on the
Internet about Alex’s impressive abilities. In the light of evidence presented in this
chapter, or based on your own Internet research, discuss whether Alex’s communications
were the results of classical operant conditioning, as many scientists believe, or whether
he showed true linguistic creativity, as his trainers maintain.

2. Suppose you taught your dog, Bambie, to heel, sit up, roll over, play dead, stay, jump,
and bark on command, using the italicized words as cues. Would you be teaching Bambi
language? Why or why not?

Task 5: It’s I or It’s me?

State some rule of grammar that you have learned is the correct way to say something,
but that you do not generally use in speaking. For example, you may have heard that It’s me is
incorrect and that the correct form is It’s I. Nevertheless, you always use me in such sentences;
your friends do also, and in fact It’s I sounds odd to you. Write a short essay (400-600 words)
presenting arguments against someone who tells you that you are wrong. Discuss how this
disagreement demonstrates the difference between descriptive and prescriptive grammars.
Kindly use another sheet of paper for your essay (20 points).

Activity 1: The Debate over Language

You will be divided into 8 groups, and you will have to discuss the debate over
prescriptivism and descriptivism in language. Tackle the issues, gaps, and goals of both
approaches to language study. After that, you will write a comparison and contrast paper. There
are four main things to pay attention to as you write a comparison and contrast paper:

1. Purpose & Supporting Details

2. Organization & Structure
3. Transitions & Coherence
4. Conventions

Meets or Meets Some Meets Few Meets No

Exceeds Expectations Expectations Expectations
Expectations
1. Purpose & Supporting Details 15 10 5 0
a. The paper compares and contrasts items
clearly.
b. The paper points to specific examples to
illustrate the comparison.
c. The paper includes only the information
relevant to the comparison.

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2. Organization & Structure 15 10 5 0
a. The paper breaks the information into
the whole-to-whole, similarities to-
differences, or point by-point structure.
b. The paper follows a consistent order
when discussing the comparison.
c. The paper breaks the information into
appropriate sections or paragraphs to the
ideas.
3. Transitions & Coherence 15 10 5 0
a. The paper moves smoothly from one
idea to the next.
b. The paper uses comparison and contrast
transition words to show relationships
between ideas.
c. The paper uses a variety of sentence
structures and transitions.
4. Conventions 15 10 5 0
a. The paper shows correct grammar and
usage.
b. The paper follows the rules for
punctuation.
c. The paper includes words that are
spelled correctly
TOTAL

Adapted:
https://www.eriesd.org/site/handlers/filedownload.ashx?
moduleinstanceid=14837&dataid=13730&FileName=5Comparison%20Contrast%20Rubric.pdf

Assignment 2: Language and Thought

Send by e-mail to:
Font: Garamond 12, paper size A4
Minimum of 1 page-Maximum of 3 pages, single-spaced, (10 points each)
Document title: NAME – ENG213D – Assignment 2
Discussion: October 23, 2020

Many people are bilingual or multilingual, speaking two or more languages with very different
structures.
1. What implications does bilingualism have for the debate about language and thought?
2. You have some knowledge of a second language. Think of linguistic structure or word in
one language that does not exist in the second language, and discuss how this does or
does not affect your thinking when you speak the two languages.

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 3. Can you find an example of an untranslatable word or structure in one of the languages
you speak?

You will present your assignment through zoom meeting (for synchronous students).

3.0 Constructing, Reconstructing, and Deconstructing Gender

The following will be the required readings/resources for this lesson. E-copies will be sent
through e-mail or messenger.
 Language and Gender (Eckert & McConnell-Ginnet, 2003)-Chapter 1, p. 9-50

Video Resource
 Theories of Gender: Crash Course Sociology #33
https://www.youtube.com/watch?v=CquRz_cceH8
 What is Gender? | Philosophy Tube
https://www.youtube.com/watch?v=seUVb7gbrTY

Task 6: Reflection Time!

Based on what you have read, do you think your culture believes that gender is a social
construction, and not innate? Reflect on this question and provide evidences for your answer.
(200-300 words). Kindly use another sheet of paper (20 points).

Task 7: Your Name

Think about your name. Do you agree that your name is exclusive only for your
gender/sex? Do you also agree that it should not be used for naming your opposite gender/sex?
Reflect on these questions. Kindly use another sheet of paper for your answer (200-300 words)
(20 points).

Task 8: Do You Agree?

In your culture, are boys and girls or men and women treated differently? And, why? Is it
necessary to treat them differently? You can start reflecting on these questions by observing how
these two genders/sexes are being talked to and spoken of. You can also think about your own
assumptions toward these genders/sexes respectively. Do you think that men are far better in
leadership than women? Do you believe that women are more emotional and emphatic than
men? Or, do you subscribe to the belief that the kind of parenting we should have for these
genders/sexes are very different?

Should we use a different speech style when talking to men or women? Does your culture
enforce gender differences in all of its endeavors? Like, do you think women/girls should do
more of the household chores, just because they are who they are? Do you think men/boys
should not play with dolls? Do you believe that some jobs are exclusive only for men or women?

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I want you to confront and challenge yourself and your culture, regarding beliefs and
assumptions toward the differences between these genders/sexes. Kindly use another sheet of
paper for your answer (600-700 words) (40 points).

Assignment 3: Let’s Sum Up!

Send by e-mail to:
Font: Garamond 12, paper size A4
Minimum of 1 page-Maximum of 3 pages, single-spaced, (20 points)
Document title: GROUP – ENG213D – Assignment 3
Discussion: October 30, 2020

I will group you into five. This assignment is designed to help you recall and summarize the facts
and reflections about our discussion on gender. Write about what you have learned and
unlearned during the 3rd discussion. Again, the group should consider both of what they have
“learned” and “unlearned”. You will present your summary paper through zoom meeting (for
synchronous students).

4.0 Linking the Linguistic and the Social

The following will be the required readings/resources for this lesson. E-copies will be sent
through e-mail or messenger.
 Language and Gender (Eckert & McConnell-Ginnet, 2003)-Chapter 2, p. 52-84

Assignment 4: Gender in Grammar

Send by e-mail to:
Font: Garamond 12, paper size A4
Minimum of 2 pages-Maximum of 3 pages, single-spaced
40 points, use proper citation (APA7)
Document title: NAME – ENG213D – Assignment 4
Discussion: November 06, 2020

In the readings, gender differences are explored through the lens of (1.) phonology, (2.)
morphology, (3.) syntax, (4.) lexicon, (5.) discourse; (6.) and semantics and pragmatics
respectively. Of these linguistic components, choose one.

You will then analyze and research about the current advances, innovations, and issues within
that sub-field. You will present your analysis/summary paper through zoom meeting (for
synchronous students).

References

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1. Eckert, P. & McConnell-Ginnet, S. (2003). Language and Gender. Cambridge:
Cambridge University Press
2. Fromkin, V. (2000). Linguistics: An Introduction to Linguistic Theory. Massachusetts:
Wiley-Blackwell
3. Fromkin, V., Rodman, R., & Hyams, N. (2010). An Introduction to Language. USA:
Wadsworth, Cengage Learning

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