Gendered Language Practices in English-Medium Educational Institutions in Pakistan: A Sociolinguistic Analysis

Abstract

Research has been done on gender and English performance between students and teachers regarding classroom interactions and written assignments. It looked at the way interruptions occurred, polite strategies, assertiveness, and language choices. Through convenient sampling, students and teachers (M/F = 40; 20:20) were enrolled. The writer examined students and their teachers within fifteen conversation days. Their conversation was scored according to a checklist approved by the experts, who cited specific goals that voters and other citizens might have in mind. They were also interviewed to gain a deeper insight into the style of their conversations. In classroom settings, there were gender-based differences in communication style between students and teachers, as a study showed. Male students interrupted more often and made more rude interruptions, whereas female students were more prone to two supportive interruptions. Female students/teachers were considered more assertive but still polite, as they were observed to support their interruptions with advice and use complex language to create a cooperative and respectful classroom atmosphere. Universities may wish to introduce training programs to teach faculty and students about gendered communication and how it can shape classroom exchanges.