Includes bibliographical references (pages 208-218) and indexes.
CONTENTS NOTE
Text of Note
Introduction. Contextual frame ; The structure of the book. -- Setting the scene. Foreign language learning: the learning of another language ; Foreign language learning in English language countries: a historically gendered area of study? ; Boys and girls participating in school-based foreign language learning: a statistical overview. -- The gendering of languages education. Gender and schooling debates: focus on the boys ; Theoretical framing. -- Boys talking. Background to the project and methodology ; The study. -- Other boys talking. School A: Beaconsfield College ; School B: Pensborough College ; School C: St. Barnaby's College ; Summary. -- Teachers talking. Nature or nurture? -- Girls talking about boys. Girls' talk. -- Reading between the lines. Reconnecting with theory ; Our research questions. -- Changing thinking, transforming action. Navigating new times in old style: the outer frame ; The school curriculum and administration frame ; The teaching and learning frame ; The inner boys-languages frame: boy-friendly pedagogy?
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SUMMARY OR ABSTRACT
Text of Note
"How do boys from the major English-dominant communities of the world explain their apparent lack of interest in the foreign languages option? Is this a 'curriculum misalignment' issue? A reaction to language-teaching approaches? Tension between performed masculinities and language practice?" "This book explores the boys-languages relationship as explained by boys themselves. Based on data collected from more than 200 boys in different secondary schools, it identifies key dimensions of this unsuccessful relationship."--Jacket.