|DOI (Digital Object Identifier) Link:||http://doi.org/10.1111/j.1365-2214.2004.00443.x|
|Google Scholar:||Look up in Google Scholar|
This anonymously peer-reviewed theoretical contribution has three parts: a review of the substantial literature on gender and discourse in children and carers, discussion of methodological difficulties of relating input to uptake, and discussion of research designs that consider this caveat, thus providing a source of reference for researchers (developmental linguistics, gender linguistics) and suggestions for further research.
A systematic overview of the much debated topic of gendered talk in parents/carers and emergence of gender differences in children’s styles presents comparative results from all large studies and two meta-analyses. The findings on parental gendered input are shown to be fragmented, sometimes contradictory. Regarding gender differences in children, however, findings show relative uniformity from age c.3,6 onwards, pointing to the need to investigate less mature speech. The author argues that more refined methods of data collection and analysis, used in other areas of child language development, are needed for this purpose.
|Item Type:||Journal Article|
|Copyright Holders:||2004 Blackwell Publishing Ltd|
|Keywords:||child-directed speech; gendered speech; geder socialization|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Ursula Lanvers|
|Date Deposited:||14 Jun 2007|
|Last Modified:||04 Oct 2016 10:01|
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