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Relationship between language and gender
Relationship between language and gender
Gender variation of language
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Recommended: Relationship between language and gender
Culture and Gender Influences: Language Development
There are many facets of language development including: the brain, delayed speech, and expected milestones. Biological factors in newborns are—for the most part—the same across the world. However, once introduced into their culture the differences begin to emerge, and it appears that there are some biological factors that influence gender based language development.
Craig and Dunn (p 164) identifies play differences as one of the determining factors of gender differences in language development. It was found that it does not make a difference if a girl or boy plays with a doll, they will both have a higher level of interactive language response. Nurturing language from both parents and children emerged when dolls were the subject of playtime. Conversely, when trucks were the used as toys, there was little verbal exchange. Studies such as the following from Hammer and Maczuga, have identified that girls tend to develop language skills faster than boys. However, this may not be a determination of nature, but instead nurturing qualities derived from gender based play.
Children’s gender can add to the likelihood of language difficulty. According to Hammer and Maczuga (2010) “males appear to be at a greater risk than females for speech-language impairment. The majority of studies that have investigated rates of impairment in males and females have found larger proportions of males with this diagnosis”.
Researchers, For-Wey, et al. (2009) used the Bayley scale to look at the validity of language development of children at 6 to 36 months. The research showed a basic disparity between the character and temper of male and female children. Biologically, the most well-kno...
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...es in Schools.
Spinelli, C. G. (2008). Addressing the Issue of Cultural and Linguistic Diversity and Assessment: Informal Evaluation Measures for English Language Learners. Reading & Writing Quarterly.
Furnes, B., & Samuelsson, S. (2009). Preschool cognitive and language skills predicting Kindergarten and Grade 1 reading and spelling: a cross-linguistic comparison. Journal of Research in Reading.
Newman, M. L., Groom, C. J., Handelman, L. D., & Pennebaker, J. W. (2008). Gender Differences in Language Use: An Analysis of 14,000 Text Samples. Discourse Processes, 45(3), 211-236.
Craig, G.J., & Dunn, D. (2010). Understanding human development (2nd ed.). Upper
Saddle River, NJ: Prentice Hall.
Brereton, A. (2008). Sign language use and the appreciation of diversity in hearing classrooms. Early Years: Journal of International Research & Development, 28(3), 311-324.
There are many expectations on the way males and females are suppose to talk. As a baby and toddler one’s parents wants them to talk
Kapantzoglou, M., Restrepo, M., & Thompson, M. S. (2012). Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children. Language, Speech & Hearing Services In Schools, 43(1), 81-96. doi:10.1044/0161-1461(2011/10-0095) Wagner, R. K., Francis, D. J., & Morris, R. D. (2005).
Culatta, B., & Wiig, E. (2011). Language Disabilities in School-Age children and Youth. In Anderson N.B., & Shames G. H. (Ed.), Human Communication Disorders: an Introduction (8th ed.) (pp. 338-342). Upper Saddle, NJ: Pearson Education Inc.
Differences in Language and Gender There are many differences in language between male and female. This is why we sometimes do not understand the opposite sex. These differences can be lexical, phonological, grammatical or conversational. There have been many studies into gender and conversational behaviour one of which answers the most common question of who talks the most this was conducted by Fishman '90.
When most people think of the process of language development in “normal” children, the concepts that come to mind are of babies imitating, picking up sounds and words from the speakers around them. Trying to imagine that a child who cannot hear one single sound a person makes can learn to speak a language is absolutely fascinating. These children range from amazin...
2. What patterns characterize language production and comprehension, and how do the children with language impairments compare to those who are typically developing?
Sereno, Sara C. and Patrick J. O'Donnell. "Participant and Word Gender in Age of Acquisition Effects: The Role of Gender Socialization." Sex Roles 61.7/8 (2009):510-.
In her essay titled “It Begins at the Beginning”, professor of linguistics Deborah Tannen describes how girls’ and boys’ communication and language patterns differ from an early age. Tannen’s essay, which is adapted from her book titled You Just Don’t Understand, she states that in the world of communication boys and girls have vast differences, which makes itself apparent in the way that they play. The author backs this up with two explanations. First, is that people not only talk to boys and girls differently, but also accept different ways of talking from them. Second, children learn communication not only from their parents but also from their peers, and there are major differences in the way boys and girls play together and speak to each other.
The second article, Examination of early childhood practitioners’ general perception of gender differences in young children, suggests that the research indicates the stereotypical perception of children’s gender differences is existed in early childhood teacher’s verbal expression (Hyun & Tyler, 2000). The research has collected data and responses for several topics including “Frequently Mentioned Descriptive Words by Gender”, “Words by Gender that May Reflect ‘Constructive’ and Active Learner Characteristics” (Hyun & Tyler, 2000). The results of the data collection have shown that gender bias is identified in early childhood teachers’ perception and verbalisation in terms of children’s characteristics, learning styles and classroom interaction (Hyun & Tyler, 2000). For example, words used to describe boy’s group learning style including “active, builders, challenging”, whereas girls are described as “cooperative, creative, curious” (Hyun & Tyler, 2000). Although learning styles and learning abilities are largely determined by the biological sex differences, how they respond to children with different genders would influence how children perceive their gender and their postnatal development of learning. When boys are perceived to be more cable than girls, teachers are very likely to have higher exceptions on boys and design considered developmentally appropriate activities for them instead of providing them the same materials as girls’. Consequently, the existing boys’ social dominance may be further supported and girls may suffer from the unfair perception that “they are passive learners in some extent” so they are dependent and need more help from teachers (Hyun & Tyler,
In many cultures around the world, males are encouraged to be self-assertive and to be able to manage their emotions. Girls on the other hand are encouraged to be social in order to express concern for others and to control their assertiveness. Girls tend to develop faster than boys in their language development. Gender differences on short-term memory tasks focus on differences in strategy use and the difference in women’s adaptation to tasks that require efficient retention of sequences (Kimura, 1999). Males tend to prefer action...
Child development language is a process by which children come to communicate and understand language during early childhood. This usually occurs from birth up to the age of five. The rate of development is usually fast during this period. However, the pace and age of language development vary greatly among children. Thus, the language development of a child is usually compared with norms rather than with other individual children. It is scientifically proven that development of girls language is usually at a faster rate than that of boys. (Berk, 2010) In other terms language development is also a crucial factor that reflects the growth and maturation of the brain. However, this development usually retards after the age of five making it very difficult for most children to continue learning language. There are two major types of language development in children. These include referential and expressive language development styles. In referential language development, children often first speak single words and then join the words together, first into –word sentences and then into th...
Michael, A. S., Liaw, S. C., Muthusamy, C., & Veeravagu, J. (2010). Gendered-linked differences in speech styles: Analysing linguistic and gender in the Malaysian context. Cross-Cultural Communication, 6(1), 18-28.
Further in this term-paper I am going to describe the stages in child language acquistion starting from the very birth of an infant till the onset of puberty.
Wardhaugh states different social norms defining the standards of being men or women, which has a profound influence on the language behavior shown by different genders. In other words, both men and women should possess the ability to show either masculinity or feminity through the language they use. When this ability overlaps with the other gender, however, one might be considered as as outsider of their own gender. He then lists the main differences between males and femals with the connection with language: genetic differences, social differences (e.g. various roles people take within a certain society), and linguistic differences (e.g. speech style and word choice). Doing so, he gives readers an indepth idea about how gender differences link to various language behaviors. He further explains how these differences are possibly created and constructed in society. Wardhaugh also examines a few common gender stereotypes, such as women talk more than men, and proves most of the stereotypes are wrong.
Language is crucial to young children’s development; it is essential for learning and communicating with others. Children learn most effectively through being involved in rich experiences and practical activities promoted through play, and adults need to join this play talking with and listening to them. There have been several theories about how young children acquire language. Some argued that the environment is an important factor, while others state that language is innate and that environment has a minor role in shaping knowledge.