Language and Gender
At Michigan State University, I have the privilege of acting as Instructor for a 200-level course called Language and Gender. Not surprisingly, the course is entirely about the association between language and gender in society. We consider the performative nature of gender (through the use of language). We critically analyze the way in which linguistic features mark an individual's gender (both in terms of production and perception). We compare the way different cultures around the world use language to identify gender. Lastly, we consider which aspects of language and gender are biologically determined, and which are socially constructed.
In class, I try to use several different types of resources to illustrate course content. For instance, you can download an app called "Dude Lite" from the Apple Store. I use this app, which comes with several prerecorded examples of dude, in class when I discuss Scott Kiesling's study of "dude" use in a fraternity. Similarly, on the first day of class, I always either play a game of "The Man Game" or "Battle of the Sexes" to both proverbially 'break the ice' and to start a class discussion about societally reinforced gender stereotypes. As illustrated below, I use a self-made version of the popular game "Hedbanz" when I introduce the concept of a "Community of Practice." It is easier to characterize "Jock," for instance, than it is "Southerner" due to the more specified social attributes accompanying the "Jock" label.
In class, I try to use several different types of resources to illustrate course content. For instance, you can download an app called "Dude Lite" from the Apple Store. I use this app, which comes with several prerecorded examples of dude, in class when I discuss Scott Kiesling's study of "dude" use in a fraternity. Similarly, on the first day of class, I always either play a game of "The Man Game" or "Battle of the Sexes" to both proverbially 'break the ice' and to start a class discussion about societally reinforced gender stereotypes. As illustrated below, I use a self-made version of the popular game "Hedbanz" when I introduce the concept of a "Community of Practice." It is easier to characterize "Jock," for instance, than it is "Southerner" due to the more specified social attributes accompanying the "Jock" label.
Regardless of the topic, however, I make an attempt to present it in the most relevant way possible. This might sometimes result in the occasional "fieldtrip" to the local cafeteria to try and capture language use in the moment or to try and identify social groups in the flesh, but I have found that it gets the students engaged in a way that simply reading does not.
The Facebook Project
Along with a paper related to a course reading, my students also have to complete the Facebook Project. The idea of the Facebook Project first came to my mind after re-discovering a quote I once heard in a linguistics class: "Linguistic variables have social lives." To test the extent to which the social life of a variable is similar to the social life of a person, my students create and maintain a profile page, acting as a linguistic variable. They are asked to take on the persona (whichever they choose) of a variable of choice. Thus, for Variable (ing), they might call themselves "Darlin' Jennings" and take on a persona of someone who is working class and from the country. Students are asked to locate and post a variety of items that relate to their variable (quotes, videos, memes, statuses, etc.). They are also required to post on the "wall" of other group's linguistic variables. Thus, you will find Darlin' Jennings telling Britney O.M.G. Valley that, "She needs to do less talkin' and more workin'." After the completion of the Facebook Page, group members are asked to work together to critically think about the project. They not only have to determine a social and linguistic profile for their variable ("What type of person seems to use Variable x more on the internet, given the resources you found?"), but they also have to consider if a sociolinguistic variable's "social life" can truly be represented through a medium like Facebook. Though I have only used the projects for three semesters worth of Language and Gender, students seem to really enjoy the interaction not only within their group, but also across groups. Further, the project seems to be very successful (so far) in getting students to critically think about the intricacies of the social work a sociolinguistic variable does, as well as the effects of context on variable use (e.g. how language use on the internet is different than language use elsewhere).
In order to help in your understanding of the project, I have provided a few screenshots of sample projects below.
In order to help in your understanding of the project, I have provided a few screenshots of sample projects below.
Ain't
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DudeOther Examples of Group Interaction |
Resources
Looking for teaching resources for a course like Language and Gender or a course that discusses language and gender? Feel free to reference my course bibliography below. If you would like additional resources that I use in conjuntion with a given reading (pictures, videos, etc.), just ask.