Language and Gender Oranim, Academic College of Education 2012-2013 Dr. Rana Zaher, ranazaher@gmail.

com Sunday, 14:00-15:30 Reception hours: Sunday, 12:00-13:30, Building 46, staff room (3rd floor), by appointment.

Course objectives: The course will familiarize the students with the history of language and gender scholarship through its four major theoretical models: a) womens deficiency, b) patriarchy of male dominance, c) gender differences, and 4) gender diversity. The course will shed light on the linguistic practices of females and males from a sociolinguistic point of view using the previously mentioned models as means of theorization and interpretation. While reading the different articles, attention will be paid to the critique of the four models and focus will be placed on the postmodern diversity model. Course content: In this course, there will be 6 main topics. For each topic there will be 3-4 classes devoted and a selection of academic articles and book chapters that will be discussed and studied in class. The list of bibliography includes all the articles that you will need for this course. Topic 1: Sex, gender and gendering Topic 2: Sexism in the English language and Political Correctness Topic 3: Deficit and Dominance Models Topic 4: Difference Model Topic 5: Diversity Model Topic 6: Beyond Linguistic Dichotomy

Teaching method: The teaching and interaction method will be through:

1) 2) 3) 4)

lectures class discussions power point presentations multimedia facilities

Requirements: Regular attendance is obligatory (80%) except for Hassava students. Students are accountable for the material they miss. Students are responsible for bringing their own material to class and reading the articles prior to the lessons. Students are to hand in their assignments in a hard copy, not email. The penalty for work handed in late is 5% per day.

Assessment: A passing mark in this course is 60%. There will be two short papers and your final mark is the average of both papers. However, the final grade will take into account participation, effort and attitude as well. a short three page paper at the end of the fall semester a longer 8-page paper at the end of the spring semester Or a seminar paper Students opting for seminar papers should inform me by December, 2012, and are exempted from the second semester shorter paper. Their paper will have the weight of 70%. Learning disabled students: Students with learning disabilities should turn to the Keshet Centre to obtain accommodations. A copy of the accommodations should be presented to me to make the necessary arrangements. Plagiarism: Deliberate or inadvertent use of another's person's work in a written assignment without giving credit constitutes plagiarism. This is a serious offense. Please familiarize yourself with the policy as I will apply this if necessary. Bibliography: Bing, J., & Bergval, V. (1996). The question of questions, beyond binary thinking. In V. Bergval, et al. (Eds.), Rethinking language and gender research: theory and practice (pp.1-25). London: Longman.

Bucholtz, M. (1999). Why be normal? Language and identity practices in a community of nerd girls. In J. Coates, & P. Pichler (Eds.), Language and Gender (2nd ed.) (pp. 224-235), West Sussex, UK, Wiley-Blackwell. Cameron, D. (2007). The myth of Mars and Venus: Do men and women really speak different languages? (Chapters 3 and 9). Oxford University Press. DeFrancisco, V. (1991). The sounds of silence: How men silence women in marital relationships. In J. Coates, & P. Pichler (Eds.), Language and Gender (2nd ed.) (pp.153-159). West Sussex, UK: Wiley-Blackwell. Ehlrich, S. (2006). Trial discourse and judicial decision-making: constraining the boundaries of gendered identities. In J. Coates, & P. Pichler (Eds.), Language and Gender (2nd ed.). (pp. 356-370). West Sussex, UK, Wiley-Blackwell. Eckert, P., & McConnel-Ginet, S. (2003). Language and gender: a reader (Chapter 1). Cambridge, UK: Cambridge University Press. Ehrlich, S., & King, R. (1996). Consensual sex or sexual harassment. In V. Bergval, et al. (Ed.), Rethinking language and gender research: Theory and practice (pp. 153197). London: Longman. Gray, J. (1992). Men are from Mars, Women are from Venus (Chapter 5). NY: Harper Collins Publishers. Holmes, J. (2007). Social constructionism, postmodernism and feminist sociolinguistics. In Coates, J., & Pichler, P. (Eds.), Language and Gender (2nd ed.) (pp.600-607). West Sussex, UK, Wiley-Blackwell, Holmes, J. (2012). Complimenting-A positive politeness strategy. In J. Coates, & P. Pichler (Eds.), Language and Gender (2nd ed.) (pp. 71-87), West Sussex, Wiley: Blackwell. Jackson, C. (2011). The gendered 'I'. In S. Speer, & E. Stokoe, (Eds.), Conversation and Gender (pp. 31-47). Cambridge, UK: Cambridge University Press. Lakoff, R. (1973). Language and women's place, Language in Society, 2(1) 45-80, Cambridge University Press. Retrieved from:
http://www.stanford.edu/class/linguist156/Lakoff_1973.pdf

Locke, John L. (2011). Duels and duets: Why men and women talk so differently. (Chapter 1). Cambridge, U.K.: Cambridge University Press. Nilsen, A. P., et al. (1977). Sexism and Language, USA: National Council of Teachers of English. Tannen, D. (1990). You just don't understand: Men and women in conversation, (Chapters 3 and 7). NY: Harper Collins Publishers.

Wardhaugh, R. (2010). An introduction to sociolinguistics (6th ed.) (Chapter 13). West Sussex, UK: Blackwell Publishers.

The syllabus is subject to change at the discretion of the lecturer