Student control in the second language classroom

an analysis of gender differences

Authors

  • Scott Kissau College of Education, Department of Middle., Secondary, K-12 Education, University of North Carolina
  • Lan Hue Quach University of North Carolina at Chapel Hill

DOI:

https://doi.org/10.1558/japl.v3i1.49

Keywords:

gender differences, language acquisition

Abstract

Male disinterest in second language (L2) programs has in recent years been well documented. In attempt to explain the lack of male participation recent studies have suggested that traditional teacher-centered second and foreign language classrooms deprive males of the internal control they crave. Using data from a large-scale study by Author (2006), in this article the researcher attempts to determine if gender differences exist in perceptions of control in the L2 classroom and further, if perceptions of control appear to be an important factor in whether or not students pursue L2 studies. Approximately 500 students studying French as a second language in Grade 9 completed a questionnaire. The data were then explored in interviews with students and teachers. Results suggest that control is an important factor in the decision to study French and that boys perceive themselves to have less control in the L2 classroom than do girls. Suggestions for how such gender differences can be addressed are also discussed.

Author Biographies

  • Scott Kissau, College of Education, Department of Middle., Secondary, K-12 Education, University of North Carolina

    Scott Kissau completed his PhD at the University of Windsor, Ontario. He is currently an Assistant Professor at the University of North Carolina at Charlotte where he is the Program Coordinator of the Masters in Teaching Foreign Languages Program. As a former student and teacher of French his research interests relate to the under-representation of boys in second language programs. His most recent publication entitled, “Is what’s good for the goose good for the gander? The case of male and female encouragement to study French” was published in 2007 in the Foreign Language Annals, 40 (3), 365-378.

  • Lan Hue Quach, University of North Carolina at Chapel Hill

    Lan Hue Quach completed her Ph.D. at the University of North Carolina at Chapel Hill. She is currently an Assistant Professor at the University of North Carolina at Charlotte and the Graduate Coordinator of the Master’s of Arts in Teaching English as a Second Language program. Her research is focused in the areas of multicultural teacher education and second language/ identity development of English Learners. Her most recent publication, Understanding racialized identities of Asian students in White schools will appear as a book chapter in Race, Culture and Identities in Second Language Education. Dr. Quach can be contacted at College of Education, Department of Middle, Secondary, K-12 Education, University of North Carolina at Charlotte, 9201 University City Boulevard, Charlotte, NC 28223-0001

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Published

2009-02-20

Issue

Section

Articles

How to Cite

Kissau, S., & Quach, L. H. (2009). Student control in the second language classroom: an analysis of gender differences. Journal of Applied Linguistics and Professional Practice, 3(1), 49-68. https://doi.org/10.1558/japl.v3i1.49

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