Description In this first-hand study of the relationship of gender, ethnicity and the participation of children within an English-language teaching classroom, Julé re-assesses Lacan's approach to belonging with other theoretical approaches to gender and language, making use of case-study methods. She asks key questions: Are there observable tendencies in the way that boys and girls receive and use talk in the classroom? How might such tendencies be constructed or encouraged within an ESL classroom, where gender and ethnicity intersect in particular ways?

Contents Acknowledgements Introduction: Why This Again? PART 1: INTERSUBJECTIVITY, LANGUAGE CLASSROOMS AND GENDER Intersubjectivity in Language Classrooms Gender in Language Education What a Language Student Needs PART 2: A CASE STUDY OF ONE ROOM, ONE VOICE One Language Classroom Teacher Talk and Linguistic Space Girl Talk PART 3: SH-SHUSHING GIRLS IN LANGUAGE CLASSROOMS Being the Illegitimate Other Ethnicity and Gender: The Ultimate Double Whammy References Index