Early gender diversity in reading and writing: Research and didactical consequences

Learning languages is strongly influenced by an existing, but in institutionalised settings of language learning, still widely disregarded diversity. In many respects, boys and girls, men and women obviously learn and use languages in a completely different way. This initially hypothetical claim, ba...

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Main Author: Heiner Böttger
Format: Article
Language:English
Published: Peoples’ Friendship University of Russia (RUDN University) 2017-05-01
Series:Training, Language and Culture
Subjects:
Online Access:https://rudn.tlcjournal.org/archive/1(2)/1(2)-03.pdf
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spelling doaj-d7339f5f6b604e878572192df19f37722020-11-25T02:05:24ZengPeoples’ Friendship University of Russia (RUDN University)Training, Language and Culture2520-20732521-442X2017-05-0112405310.29366/2017tlc.1.2.3Early gender diversity in reading and writing: Research and didactical consequencesHeiner Böttger0Catholic University of Eichstätt-IngolstadtLearning languages is strongly influenced by an existing, but in institutionalised settings of language learning, still widely disregarded diversity. In many respects, boys and girls, men and women obviously learn and use languages in a completely different way. This initially hypothetical claim, based on pedagogical and educational as well as linguistic and psychological observations, can currently be newly restated using neuro-scientific research. Extraordinary progress in functional brain imaging now allows scientists to broadly understand the neural systems serving language skills, and how these systems differ in gender. So, they can prove evidence of developmental differences between males and females in language acquisition related brain structure during childhood as well as adolescence. A cross-science, non-statistical synopsis of these studies, focusing on early reading and writing competences, is absolutely necessary to prepare, identify and select evidence-based implications. In some specific aspects, the results indicate a paradigm shift in early reading and writing skills development to the explicit advantage of females, mainly in the pre-primary and primary language classroom. These, however, may not lead to discrimination or injustice of any kind – not even through school didactics or pedagogy for example – but have to be considered an asset.https://rudn.tlcjournal.org/archive/1(2)/1(2)-03.pdflanguage acquisitionearly language learninggender diversityneuro-didacticsdifferentiationreading and writing skills
collection DOAJ
language English
format Article
sources DOAJ
author Heiner Böttger
spellingShingle Heiner Böttger
Early gender diversity in reading and writing: Research and didactical consequences
Training, Language and Culture
language acquisition
early language learning
gender diversity
neuro-didactics
differentiation
reading and writing skills
author_facet Heiner Böttger
author_sort Heiner Böttger
title Early gender diversity in reading and writing: Research and didactical consequences
title_short Early gender diversity in reading and writing: Research and didactical consequences
title_full Early gender diversity in reading and writing: Research and didactical consequences
title_fullStr Early gender diversity in reading and writing: Research and didactical consequences
title_full_unstemmed Early gender diversity in reading and writing: Research and didactical consequences
title_sort early gender diversity in reading and writing: research and didactical consequences
publisher Peoples’ Friendship University of Russia (RUDN University)
series Training, Language and Culture
issn 2520-2073
2521-442X
publishDate 2017-05-01
description Learning languages is strongly influenced by an existing, but in institutionalised settings of language learning, still widely disregarded diversity. In many respects, boys and girls, men and women obviously learn and use languages in a completely different way. This initially hypothetical claim, based on pedagogical and educational as well as linguistic and psychological observations, can currently be newly restated using neuro-scientific research. Extraordinary progress in functional brain imaging now allows scientists to broadly understand the neural systems serving language skills, and how these systems differ in gender. So, they can prove evidence of developmental differences between males and females in language acquisition related brain structure during childhood as well as adolescence. A cross-science, non-statistical synopsis of these studies, focusing on early reading and writing competences, is absolutely necessary to prepare, identify and select evidence-based implications. In some specific aspects, the results indicate a paradigm shift in early reading and writing skills development to the explicit advantage of females, mainly in the pre-primary and primary language classroom. These, however, may not lead to discrimination or injustice of any kind – not even through school didactics or pedagogy for example – but have to be considered an asset.
topic language acquisition
early language learning
gender diversity
neuro-didactics
differentiation
reading and writing skills
url https://rudn.tlcjournal.org/archive/1(2)/1(2)-03.pdf
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