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?
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
PART 3: SH-SHUSHING GIRLS IN LANGUAGE CLASSROOMS
Being the Illegitimate Other
Ethnicity and Gender: The Ultimate Double Whammy