1

Maddie McClellan, Andrew Nerison, Joel Rudy, Kevin Winn

English 209: n!ro !o "inguis!ics
#r$ %ruce Mayla!h
& #ec$ 20''
(enderlec!s: )ro* %ir!h !o Adul!hood
When do *en +egin !o s,ea- li-e *en, and wo*en li-e wo*en. / di//erences in
language arise /ro* isola!ion, when and where is !his isola!ion ha,,ening. ! +asically co*es
down !o how children are +eing sociali0ed in!o gender roles$ (ender is a social cons!ruc! !ha!
de/ines *en and wo*en in socie!y as *asculine or /e*inine$ A! a young age, children are sociali0ed !o
ac! *asculine or /e*inine1 !hey 2uic-ly learn wha! is 3nor*al4 /or a +oy or a girl !o ac! li-e$ When ,eo,le
ac! ou!side o/ !he 3nor*al4 gender cons!ruc!s !ha! socie!y has crea!ed, !hey *ay +e 5udged$ 6nce children
are sociali0ed in!o !heir gender cons!ruc!s, children !ha! s,ea- or dress in con!ras! !o !heir ,hysical se7
*ay end u, +eing ridiculed +y !heir ,eers$ 8hese gender di//erences occur in language, as well$ 8hese
di//erences in language are o/!en re/erred !o as 3genderlec!s$4 %oys and girls ac2uire !hese genderlec!s a!
an early age, as !heir di//erences are sociali0ed and rein/orced as !hey grow older and en!er !he school
sys!e*$ 8he ac2uisi!ion o/ !hese gendered di//erences in language will +e e7,lored, s!ar!ing a! +ir!h,
!hrough childhood, adolescence and *iddle9school years, and !he con!inua!ion in!o adul!hood$
6/!en +e/ore children are even +orn, !he ,rocess o/ gender sociali0a!ion has already +egun, as
,aren!s decora!e !he child:s roo* in +lue or ,in-$ Al*os! every!hing, s!ar!ing +e/ore childhood, +eco*es
geared !oward a cer!ain gender, including cards and +alloons ,resen!ed a/!er a +a+y is +orn$ 8hey *ay say
3!:s a +oy;4 or, 3!:s a girl;4, which reveals no!hing a+ou! !he child as a ,erson$ 8he ,aren!s could 5us! as
si*,ly say so*e!hing as nondescri,! as, 3!:s a redhead4 !o la+el !he +a+y wi!hou! !he s!ress on gender$
Even i/ ,aren!s ,ain! !he +a+y:s roo* wi!h gender9neu!ral colors, gi/!s o/!en co*e in +lue or ,in- !o
de/ine !he +a+y:s se7 un!il !he in/an! +eco*es recogni0a+le as a +oy or a girl <Ar!er '=$ Even children:s
,ic!ure +oo-s ,lay a huge role in gender sociali0a!ion and discri*ina!ion, as *ale charac!ers are de,ic!ed
/ar *ore !han /e*ale charac!ers$ 8his is illogical, as !he +oy !o girl ra!io is roughly !he sa*e <Ar!er '>=$
"isa Ar!er s!a!es in her ar!icle, 3Children:s ?erce,!ions o/ (ender as @!udied 8hrough ?ronouns4 !ha!
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3gender s!ereo!y,es +egin a! +ir!h and have years o/ rein/orce*en! +e/ore children en!er !he classroo*4
<Ar!er 9=$ According !o a s!udy in Janell Carroll:s +oo-, @e7uali!y Now1 E*+racing #iversi!y, as early as
!he age o/ !wo, children s!ar! !o recogni0e a di//erence in genders according !o !he di//erences !hey see in
!heir *o!her and /a!her, es,ecially in !he way !ha! !hey +ehave and how !hey s,ea- <Carroll 2'A=$ ! is
so*e!hing !ha! children ,ic- u, /ro* such an early age !ha! s!ic- wi!h !he* !heir whole lives$ ! is no!
sur,rising !ha! genderlec!s occur, as +oys and girls usually ,lay wi!h sa*e9se7 /riends as !hey are growing
u,$ 8his *a-es sense, as we -now /ro* ,revious accoun!s !ha! isola!ion crea!es di//eren! dialec!s$
6nce children grow !o school9age, gender is even *ore rein/orced as even school su,,lies are
gendered <Ar!er >=$ Ar!er 2uo!es in her ar!icle !ha! 3B+o!h +ehavior and !hin-ing are in/luenced +y
-nowledge s!ruc!ures:4 <Ar!er '0=$ 8here/ore, i/ a gender neu!ral learning environ*en! were desired i!
would +e ,ruden! -ids were !augh! earlier wi!h non9s!ereo!y,ic *e!hods, !hese gender ga,s in language
would +e less li-ely !o occur, and !he ga, +e!ween !he gender divide would s!ar! !o shrin-$ 3Cogni!ive
associa!ions +e!ween ac!ivi!ies and gender <gender s!ereo!y,es= as well as gender and sel/
<gender iden!i!y= *ay in/luence !he *ore ,ersonal associa!ion a ,erson *a-es +e!ween !hese
ac!ivi!ies and !he sel/ <gender !y,ing=$4 <)ran0 2=$ We can +egin !o +ridge !he ga, +y using
androgynous ,ronouns !ha! re/er !o *ale or /e*ale, such as you, !hey, e!c$ 8hese ,ronouns are ,ar! o/
wha! is re/erred !o as 3/air language4 <Ar!er 'A=$ 8his !a-es !he ,lace o/ gender9s,eci/ic language, or !he
overgenerali0ed usage o/ !he ,ronoun 3he$4 Csing *ore inclusive language is a s!ar! !o s!uden!s en!ering
!he school sys!e* e2ually, wi!hou! genderlec!s in ,lace$ ! is no! only in English !ha! !hese gender9s,eci/ic
,ronouns occur$ ! is /ound in languages such as )rench, (er*an, !alian, and *any o!hers where !here
are only *asculine and /e*inine ,ronouns !o descri+e ,eo,le$ According !o a s!udy done +y Janell
Carroll, language /or*a!ion ,lays an incredi+ly i*,or!an! role in how children develo, in !heir !hough!s
on gender roles <Carroll 2'A=$
6nce in school, s!uden!s +egin !o es!a+lish !heir genderlec!s in !he classroo*$ ! does no!
!a-e long /or !his !o +e no!icea+le$ %oys have +een /ound !o +e *ore con!rolling and direc!ive,
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while girls are o/!en *ore ,assive or in!er,ersonal <8ulvis!e D'9=$ According !o An n!roduc!ion !o
"anguage, is has +een /ound !ha! +oys are as *uch as eigh! !i*es *ore li-ely !han girls !o /reely o//er
answers in class <)ro*-in AA9=$ Al!hough +oys are /ound !o +e *ore asser!ive, i! has +een /ound !ha! a!
!he ,re9school age, girls are o/!en *ore !al-a!ive$ 3As *en!ioned earlier, +oys and girls o/!en ,lay wi!h
/riends o/ !he sa*e se7, which largely isola!es !he* /ro* each o!her1 !his se,ara!ion occurs around age
!hree, las!ing !hrough childhood <8ulvis!e D20=$ 8his is when +oy and girl a,,ro,ria!e ,lay is
di//eren!ia!ed1 children are li-ely !o 2uic-ly ,ic- ou! -ids who do no! con/or*$ )or e7a*,le, +oys /ro*
Es!onia were /ound !o value ,ower and con/or*i!y, while girls did no! ,ay as *uch a!!en!ion !o ca!egories
such as social 5us!ice <8ulvis!e D2'=$ 6ne can even clearly see in everyday ,laces !he a*oun! o/
se,ara!ion +e!ween genders$ Wal-ing !hrough a de,ar!*en! s!ore is a ,er/ec! e7a*,le o/ !his$
"oo-ing down !he !oy aisles, i! is easy !o see wha! sec!ions are ai*ed !oward girls and which
!owards +oys$ 8he girls: !oys are !y,ically ,in- and o!her +righ! colors, *ainly /ull o/ dolls, or
,lush ani*als$ 8he +oys: !oys !end !o +e dar-er and geared *ore !owards violence and ac!ion$
8he di//eren! aisles are usually no! s,eci/ically la+eled as B+oy: and Bgirl:, +u! one ge!s !he s!rong
/eeling o/ se,ara!ion 5us! +y o+serving !he di//erences$ )urni!ure and roo* decora!ions have
si*ilar se,ara!ion$ (irls: i!e*s !end !o, again, +e +righ!er colors and have *ore B/e*inine:
/ea!ures, while +oys: i!e*s lean !owards a *ore B*asculine: or B!ough: loo-$ Even !hese si*,le
divides, which *ay +e easily overloo-ed, really s!reng!hen !he /eeling o/ se,ara!ion and
di//erences +e!ween genders$
3Early adolescence is also a !i*e when !he lives o/ +oys and girls +eco*e even *ore
gender di//eren!ia!ed !han in childhood4 <%lair D'E=$ n so*e cases, !eachers are concerned !ha! girls are
discri*ina!ed agains! in !he educa!ional co**uni!y, +ecause !here are 3gender ine2ui!ies4 in schools
<%lair D'E=$ 8his is !he !i*e !ha! girls *ay lose con/idence in !heir acade*ics, and i! is i*,or!an! !ha! girls
are a+le !o see !he*selves as 5us! as co*,e!en! in school as +oys$ As s!a!ed earlier, adolescence is when
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+oys and girls /ur!her de/ine wha! *a-es !he* *asculine or /e*inine$ @!uden!s are no! as se,ara!ed /ro*
each o!her, or isola!ed, as !hey were when !hey were children, +u! !hey +eco*e *ore gendered in order !o
crea!e iden!i!y$ 8hey !a-e on gender e7,ec!a!ions wi!h di//eren! ways !o dress, s!and, wal-, and !al- as
!hey con!inually cons!ruc! !heir gendered selves <%lair D'E=$ 8hese e7,ec!a!ions on !heir s!andards o/
dress, ,oise, and language are o/!en !a-en +y !he children wi!h varying levels o/ en!husias*$ 3n
general, !he s!reng!h o/ iden!i/ica!ion wi!h one:s gender should s!reng!hen or wea-en !he
iden!i/ica!ion o/ gendered s!ereo!y,es$4 <)ran0 D=$ Fui!e si*,ly, *ales who iden!i/y s!rongly
wi!h *asculine +ehaviors !end !o show *ore nega!ive +ehaviors !owards *ore /e*inine
+ehaviors$ ?redic!a+ly, !he sa*e, +u! o,,osi!e, a!!i!ude occurs in wo*en in regards !o !heir
views on /e*inine and *asculine 2uali!ies$
6ne +elie/ !ha! has ,ro,aga!ed i!sel/ ,ar!icularly well is !he +elie/ !ha! wo*an have an
inna!e ,redilec!ion !o language$ While !here is so*e !ru!h !o !his +elie/, !here are also
*isconce,!ions !ha! go wi!h i!$ 8he @hucard s!udy /ound !ha! girls do, in /ac!, learn language
earlier$ Wha! !he s!udy did no! /ind was any indica!ion !ha! adul!s had any a,,recia+le
di//erences in lingual s-ills$ According !o s!udies +y Willia* "a+ov conduc!ed in ur+an
environ*en!s, wo*en !end !o use less o//ensive words and *ore ,res!ige words$ 8his !ransla!es
!o wo*en:s language +eing closer !o @!andard English or a! !he very leas!, less a+erran! <?hili,s
E=$ An n!roduc!ion !o "anguage re,or!s si*ilar /indings1 3children as young as si7 show !his
,a!!ern4 !ha! girls s,ea- *ore 3,ro,erly4 and avoid vernacular !er*s, where +oys are less li-ely
!o care <)ro*-in AE0=$
3n res,onse !o changing social and cul!ural nor*s regarding gender roles, au!hors and
,u+lishers have *ade concer!ed e//or!s !o address !he issue o/ gender s!ereo!y,ical ac!ivi!ies and
occu,a!ions G and !o e//ec!ively neu!rali0e !he* G so !ha! children do no! as readily associa!e
cer!ain ac!ivi!ies and occu,a!ions wi!h a s,eci/ic gender, which ris-s !he e7clusion o/ !he
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o,,osi!e gender$ When cer!ain ac!ivi!ies and occu,a!ions +eco*e overly associa!ed wi!h one
gender, a ,erson o/ !he o,,osi!e gender who ,ar!ici,a!es in !he ac!ivi!y or is e*,loyed in !ha!
occu,a!ion ris-s +eing !arge!ed /or con/ron!a!ion and a+use <o/!en in !he /or* o/ H!easing=4
<Ar!er 2=$ Al!hough !here have +een *ove*en!s !o ,ro*o!e gender e2uali!y and gender neu!rali!y
so !ha! -ids are a+le !o ,ar!ici,a!e in wha!ever ac!ivi!y !hey wish wi!hou! worry !ha! i! is !oo
3girly4 or 3+oyish,4 -ids s!ill are highly gendered +eings$ ! has +een /ound !ha! children:s
/avori!e !oys a! ages !hree !o /ive are s!ereo!y,ically in/luenced1 +oys li-e !echnology and ac!ion
while girls li-e *ore /e*inine and +righ!er !hings <Ar!er A=$
(ender di//erences in language, or 3%oy and (irl !al-4 con!inue on in!o !he *iddle9school9
age$ Iea!her %lair !al-s o/ !hese -inds o/ di//erences in !al- in her e7,erience in an eigh!h9grade
classroo*$ @he no!iced !ha! !al- was an i*,or!an! ,ar! o/ 3gendering4 <%lair D'>=$ @he s!a!es !ha!
3genderlec!s have !heir own se! o/ sociolinguis!ic rules4 !ha! 3are cen!ral !o !he cons!ruc!ion o/ gender,
indica!ive o/ rela!ions o/ ,ower, and i*,lici! in all classroo* co**unica!ions4 <%lair D'>=$ ! was /ound
!ha! genderlec!s are very ac!ive in *iddle school classroo*s, as di//erences +e!ween +oys and girls were
/ound, such as +oys re/erring !o se7uali!y, goo/ing around, and re/erring !o ho*o,ho+ia were *uch *ore
co**on !han girls, who !al-ed *ore a+ou! ,ersonal lives wi!h !heir /riends, and whis,ered *ore o/!en
!han +oys <%lair D'J=$ 8his di//erence in !al- in/luences, and is in/luenced +y, how +oys and girls in!erac!
wi!h each o!her1 /or ins!ance, girls had a grea!er need !o crea!e in!er,ersonal rela!ionshi,s, which is aided
+y !heir ,ersonal !al- <%lair D2'=$
Ano!her e7a*,le o/ gender di//erence is language is ac!ually ca!egori0ed in !he
#iagnos!ic and @!a!is!ical Manual o/ Men!al #isorders, or #@M$ 8here is a condi!ion where a
child will no! ac2uire any sor! o/ genderlec!s or any se7ual roles a! all$ According !o Nancy
Nangeroni, !he condi!ion can arise /ro* a /ew di//eren! cases$ 8he /irs! one is !he lac- o/ se7ual
role s!i*ulus, in o!her words, i/ a child is +rough! u, wi!h li!!le !o no s!ereo!y,ical gender
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in/luence$ )or e7a*,le, a girl who doesn:! ge! dressed in ,in- dresses, +u! ins!ead wi!h gender9
neu!ral clo!hing$ n a case li-e !his, !he child is li-ely !o ei!her develo, gender roles !ha! are no!
3nor*al,4 or develo, +o!h o/ !he gender roles e2ually$ )ollowing !he assu*,!ion !ha! isola!ion
causes changes in dialec!s couldn:! +e !ruer !han in !he a/ore*en!ioned case$ )irs! o/ all, i! see*s
as !hough !he girl would have !o +e isola!ed no! only /ro* 3girly4 clo!hing, +u! /ro* any
e7cessive s!ereo!y,ically /e*inine !oys, decora!ions, e!c$ / one were !o grow u, wi!h a di//eren!
se! o/ gender roles !han !ha! o/ nor*al socie!y, and con!inued on wi!h !hose di//eren! roles, i! is
,ossi+le !ha! !he child *ay +e su+5ec! !o harass*en! in school +y children who ,rescri+e !o
!y,ical gender nor*s <Mar!ino=$
6ne o/ our grou, *e*+ers, Andrew Nerison, has had a grea! deal o/ e7,erience wi!h !he
,ressure !o con/or* !o !he ,rescri+ed nor*s !hrough cer!ain social 3!es!s4 su,,lied +y ,eers in
*iddle school$ 38here was a grea! deal o/ s*all !es!s conduc!ed +y *y ,eers, +o!h *ale and
/e*ale, in *iddle school$ 8hese !es!s would, +y and large, +e used !o es!a+lish so*e sor! o/
s!ig*a !o !hose !hey were conduc!ed on$ / !he +oy +eing !es!ed reac!ed in a way !ha! was
dee*ed wrong, he would li-ely +e su+5ec! !o ridicule$ Mos! o/ !he !i*e, wha! was dee*ed
Bwrong: was ar+i!rary$ 8here was one inciden! !ha! re*ains 2ui!e vivid in *y *ind$ ! was while
was in !he loc-er roo* a/!er gy* !ha! was a,,roached +y a class*a!e, who was a *e*+er o/
!he ,o,ular cli2ue$ 8his class*a!e as-ed !o see *y hands$ e7!ended *y righ! hand /orward,
,al* u, wi!h !he /ingers sligh!ly curled$ 8he class*a!e nodded1 a,,aren!ly had ,assed !he !es!$
According !o hi*, girls would s!ic- !heir hands ou!, ,al*s down and /ingers s!raigh!, and
Bho*os: would s!ic- !heir hands ou! ,al*s u, +u! wi!h /ingers s!raigh!$4 While !his ,ersonal
e7a*,le is no! o/ adolescen! language, !his s!ory does give a re*ar-a+le i*age o/ !he social
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,ressure ,laced u,on young adolescen!s +y !heir /ellow ,eers !o con/or* !o a s,eci/ic gender
s!ereo!y,e$
Maddie McClellan ,rovided an e7a*,le /ro* a /e*ale ,ers,ec!ive in which she had
si*ilar hu*ilia!ing e7,eriences in *iddle school, as she was 5udged +y her ,eers +ased o// o/
gender s!ereo!y,es$ Maddie grew u, no! ,rescri+ing /ully !o gender nor*s as a child1 she was
wha! one would call a 3!o*+oy$4 @he was no! acce,!ed +y her !ea**a!es in gy*nas!ics a! a
younger age +ecause she had shor! hair and was shy, and she o/!en go! along +e!!er wi!h +oys$
%ecause she was a! an aw-ward *iddle9school age in which s!uden!s were s!ill /inding ou! where
!hey /i! in, she was es,ecially vulnera+le !o !easing a+ou! her shor! hair, +aggy clo!hes, and avid
reading$ When she go! a 3+oy/riend,4 so*e o/ !he *ore ,o,ular girls *ade /un o/ her +oy/riend
in /ron! o/ her /or +eing a 3Maddie9lover$4 @oon enough, !his s!age was over, +u! i! re*ains vivid
in her *e*ory, 5us! as Andrew:s *e*ory goes un/orgo!!en$
(enderlec!s don:! si*,ly las! !hrough adolescen! s!ages1 ra!her !han /ade ou!, !hey con!inue on
/ro* adolescence in!o !he adul! world$ Al!hough, ho,e/ully, /ull9grown *en and wo*en don:! ridicule
each o!her as *iddle9schoolers o/!en do, !he di//erence in adul! genderlec!s is s!ill seen, /or e7a*,le,
!hrough !he di//erences +e!ween *en:s sense o/ hu*or and wo*en:s sense o/ hu*or$ ! is o/!en assu*ed
!ha! wo*en do no! share !he sa*e sense o/ hu*or as *en do$ Men are *ore o/!en loo-ing /or a laugh,
which was !ouched on earlier1 !his +egins early in adolescence <i/ no! earlier=$ Wo*en do no! see-
a!!en!ion in !his way as *uch as *en do, which also +egan a! an early age, !hus i! is o/!en assu*ed !ha!
wo*en are 5us! no! /unny$ 6/ course, !his /inding is +ased only on 3/ol-lore s!udies4 and i! 5us! +ac-s u,
!he +elie/ !ha! wo*en lac- hu*or <Craw/ord '=$ %u! even !hough !hese so9called /indings are no! really
legi!i*a!e, !he *ere /ac! !ha! !here is an assu*,!ion !ha! wo*en do no! have a sense o/ hu*or, and !ha!
*en are su,,osed !o +e !he 3/unny guys,4 5us! /ur!her illus!ra!es !he gender roles ,rescri+ed !o *en and
wo*en +y socie!y, and how !hese role s,eci/ica!ions co*e !hrough in language$
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Ano!her e7a*,le o/ gender di//erence in language !ha! con!inues on !hrough adul!hood is
!he idea o/ i*,lica!ures$ An e7a*,le o/ !his is /ound in Mary E$ Craw/ord:s +oo-, 8al-ing
#i//erence: 6n (ender and "anguage: a+ou! a *arried cou,le in which 3!he wo*an as-ed her hus+and i/
he would li-e !o s!o, /or a drin-$ Ie re,lied BNo,4 and !hey did no! s!o,$ Iowever, !he wo*an was
annoyed +ecause her hus+and did no! reali0e /ro* her 2ues!ion !ha! she wan!ed !o s!o, /or a drin-$ Ie, in
!urn, was /rus!ra!ed +ecause she had no! s!a!ed her ,re/erence direc!ly4 <Craw/ord ''=$ 8he analysis o/ !he
si!ua!ion e7,lains !ha! nei!her !he *an nor !he wo*an were wrong in !heir ac!ions, +u! !hey *us! !ry !o +e
conscious o/ wha! !he o!her *eans in order !o avoid /u!ure con/usion and con/lic!$ Men and wo*en 5us!
co**unica!e di//eren!ly, as we have /ound ou!$ Mos! li-ely, everyone can !hin- o/ ano!her e7a*,le
si*ilar !o !his in !heir own lives1 a !i*e when so*e s*all *isunders!anding snow+alled in!o a /igh! !ha!
s!ar!ed a! !he roo! o/ !hese ,ro+le*s: co**unica!ion$
8he +igges! issue /acing *en and wo*en regarding co**unica!ion is a direc! resul! o/
how we grow u, learning how !o s,ea-$ Men !end !o ac2uire *ore direc! and !echnical ways o/
s,ea-ing, while wo*en !end !o !a-e a *ore ,assiona!e and e*o!ional a,,roach !o s,eech$ 8his
*ay cause issues when co**unica!ing, +ecause wo*en !end !o use *ore i*,lica!ions in !heir
s,eech, !ha! is, ra!her !han s!a!e direc!ly wha! !hey wan!, !hey 5us! i*,ly !hings$ 8his direc!ly
con!ras!s how *en !end !o s,ea-$ Men !y,ically are very direc! in !heir s,eech, which can lead !o
issues when a wo*an i*,lies so*e!hing and !he *an doesn:! unders!and$ 8his is one o/ !he
leading causes /or *arriage counseling <Navran=$
Co**unica!ion is so*e!hing !ha!, al!hough necessary !o have /unc!ional rela!ionshi,s,
can o+viously +e very con/using !o ,eo,le$ *,lica!ures and genderlec!s only *a-e !his ,rocess
*ore di//icul!$ (enderlec!s occur +ecause o/ isola!ion and gender sociali0a!ion !ha! s!ar!s early in
a hu*an:s li/e, crea!ing di//erences in gender roles !ha! even!ually co*e !hrough in language$
%ecause +oys and girls are sociali0ed !o use genderlec!s as early as age !wo, and are rein/orced
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!hroughou! childhood +y !heir surroundings and /avori!e !oys, and !hrough adolescence +y
,ressure /ro* !heir ,eers !o con/or* !o nor*al gender roles, !hese genderlec!s re/use !o /ade and
con!inue in!o adul!hood$ (enderlec!s in language 5us! *ean !ha! *en and wo*an /unc!ion a li!!le
di//eren!ly, and have !o *a-e sure !o !hin- a+ou! !he i*,lica!ions o/ wha! !hey are saying, and
wha! !he o!her is !hin-ing$ Even !hough genderlec!s *ay add con/usion and gender se,era!ion,
!hey assis! in evolving *ales and /e*ales in!o !heir gendered selves$ (enderlec!s s!ar! early, and
+ecause o/ rein/orce*en! !hroughou! li/e, are here !o s!ay$
Wor-s Ci!ed
Arne!!, Jensen$ Adolescence and E*erging Adul!hood1 a cul!ural a,,roach$ A$ C,,er @addle
River: ?earson Educa!ion nc$, 20'0$ ?rin!$
Ar!er, "isa Ma7well$ 3Children:s ?erce,!ions o/ (ender as @!udied 8hrough ?ronoun
Cse$4 Ari0ona @!a!e Cniversi!y <20''=: '9>>$ ?ro2ues!$ We+$ 'A Nov$ 20''
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Classroo*$4 "anguage Ar!s JJ$A <2000=: D'E9D2D$ Na!ional Council o/ 8eachers o/
English$ We+$ D'E9D2'$ 'A Nov$ 20''$
Carroll, Janell$ @e7uali!y Now1 E*+racing #iversi!y$ D$ %el*on!: Wadswor!h Cengage "earning,
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Craw/ord, Mary E$ 8al-ing #i//erence: 6n (ender and "anguage$ @age ?u+lica!ions: '99E$ '9''$
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)ran0, @!e,hanie$ 3(ender den!i!y and (ender @!ereo!y,es as n!erac!ing n/luences on
Children:s Ad5us!*en!$4 )lorida A!lan!ic Cniversi!y, <2009=$ ?ro2ues!$ We+$ 20 Nov$ 20''$
)ro*-in, Lic!oria, Ro+er! Rod*an, Nina Iya*s$ An n!roduc!ion !o "anguage$ 9!h ed$ %os!on:
Wadswor!h, 20''$ AA&9E'$ ?rin!$
Mar!ino, Wayne and Maria ?allo!a9Chiarollo$ %eing Nor*al s 8he 6nly Way 8o %e$ @ydney:
CN@W ?ress, 200E$ ?rin!$
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8ulvis!e, 8iia, "uule Mi0era, %oel #e (eer, Mar5a98er!!u 8ryggvason$ MCul!ural, Con!e7!ual, And
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