Reproaching Him Softly: Terms of Address From a Gender Perspective in Israeli Hebrew-Speaking Classes

• In Event: Sheraton Roundtable Session Thirteen
  In Roundtable Session: Exploring Multilingual Language Practices, Identities, and Ideologies (Table 16)

Abstract

Studies show that classroom discourse is saturated with gender biases, which affect students’ learning experiences and shape their identities. Nicknames are highly influenced by changes in social norms and are therefore useful for exposing gender biases. In class, nicknames and other address terms are used by teachers not only for designating speakers but also for additional instructional purposes, such as creating a friendly atmosphere or managing discipline. Previous studies mainly focused on terms addressed to groups of students (e.g., ‘boys’), whereas individualized address terms and their contribution to gender construction were rarely explored. The current frequency-analysis and micro-analysis demonstrate gender differentiation: while boys are typically addressed with softness and care, girls are often addressed with more strictness and reproach.

Authors

• Aviv Orner, Hebrew University of Jerusalem
  Presenting Author

• Hadar Netz, Tel Aviv University
  Presenting Author