References

11th CERLIS CONFERENCE

Translation and Gender in the Profession

(4th Valencia-Napoli Colloquium)

17-19 June 2021

When we talk about ‘Language and gender’, what do we mean by gender?: references

(cited in the talk, and a few others)

Aldridge-Morris, Kathryn (2016) How to write ESOL materials. ELT Teacher 2 Writer.

Cameron, Deborah (1998) ‘Lost in translation: non-sexist language’. In Cameron, D. (ed.) The Feminist Critique of Language. London: Routledge, pp. 155-163.

Cameron, Deborah (2019) https://debuk.wordpress.com/2019/09/07/the-battle-of-the-big-girls-blouse/

Crenshaw, Kimberlé (1989) ‘Demarginalising the intersection of race and sex: a black feminist critique of anti-discrimination doctrine, feminist theory and antiracist politics’. University of Chicago Legal Forum, 1989: 139-167.

Dempster, Steve, Oliver, Alice, Sunderland, Jane and Thistlethwaite, Joanne (2016) ‘What has Harry Potter done for me? Children’s reflections on their ‘Potter experience’. Children’s Literature in Education 47/3: 267-282.

Dempster, Steve, Sunderland, Jane and Thistlethwaite, Joanne (2015) 'Harry Potter and the transfiguration of boys’ and girls’ literacies'. New Review of Children's Literature and Librarianship 21: 91-112.

Eckert, Penelope and McConnell-Ginet, Sally (2013, 2^nd edn.) Language and Gender. Cambridge: Cambridge University Press.

Formato, Federica (2019) Gender, Discourse and Ideology in Italian. Palgrave Macmillan.

Gray, John (ed.) (2013a) ‘LGBT Invisibility and heteronormativity in ELT materials’. In John Gray (ed.), Critical Perspectives on Language Teaching Materials. London: Palgrave Macmillan, 40–63.

Gray, John (2013b) ‘Introduction’, in John Gray (ed.), Critical Perspectives on Language Teaching Materials. London: Palgrave Macmillan, 1–16.

Hellinger, Marlis (1980) ‘ “For men must work, and women must weep”: sexism in English language textbooks used in German schools.’ Women’s Studies International Quarterly 3: 267-75.

Kelly, Alison (1988) ‘Gender differences in teacher-pupil interactions: a meta-analytic review.’ Research in Education 39: 1-23.

Lazar, Michelle (2014) Handbook of Language, Gender and Sexuality (2^ndedn.)

Lee, Jackie F. K. (2020) ‘Gender portrayal in a popular Hong Kong reading programme for children: are there equalities?’ Journal of Research in Childhood Education. https://doi.org/10.1080/02568543.

Mills, Sara and Mustapha, Abolaji (eds.) (2015) Gender Representation in Learning Materials. London: Routledge.

Mills, Sara. 2008. Language and Sexism. Cambridge: Cambridge University Press.

Nelson, Cynthia D. (2007) ‘Queer thinking about language teaching’. In Helene Decke-Cornill and Laurenz Volkmann (eds.), Gender Studies and Foreign Language Teaching. Tübingen: Narr.

Nelson, Cynthia D. (2009) Sexual Identities in English Language Education: Classroom conversations. New York: Routledge.

Nelson, Cynthia D. (1999) ‘Sexual identities in ESL: Queer Theory and classroom inquiry’. TESOL Quarterly 33/3 (Autumn): 371-391.

Paiz, Joshua (2020) Queering the English Language Classroom. Sheffield: Equinox.

Pawelczyk, Joanna, Pakula, Lukasz, and Sunderland, Jane (2014) ‘Issues of power in relation to gender and sexuality in the EFL classroom - An overview’. Journal of Gender and Power 1/1: 49-66. Also available at: https://repozytorium.amu.edu.pl/jspui/handle/10593/11151

Pawelczyk, Joanna and Łukasz Pakuła (2015) ‘Constructing gender and sexuality in the EFL classroom in Poland: Textbook construction and classroom negotiation?’ In Sara Mills and Abolaji S. Mustapha (eds.), Gender Representations in Learning Materials in an International Context. London: Routledge, pp. 193–211.

Pakula, Lukasz, Pawelczyk, Joanna and Sunderland, Jane (2015) Gender and Sexuality in English Language Education: Focus on Poland. London: The British Council.

Sunderland, Jane (2020) ‘Gender, language and prejudice: Implicit sexism in the discourse of Boris Johnson’. Open Linguistics 6/1, 27 Jul 2020, https://doi.org/10.1515/opli-2020-0022.

Sunderland, Jane, Dempster, Steve and Thistlethwaite, Joanne (2016) Children’s Literacy Practices and Preferences: Harry Potter and Beyond. London: Routledge.

Sunderland, Jane (2015) ‘Gender (representations) in foreign-language textbooks’, in: Sara Mills and Abolaji S. Mustapha (eds.), Gender Representations in Learning Materials in an International Context. London: Routledge, pp. 19–34.

Sunderland, Jane (2004) Gendered Discourses. London: Palgrave Macmillan.

Sunderland, Jane (1995) ‘ “We’re boys, miss!”: findings gendered identities and looking for gendering of identities in the foreign language classroom.’ In Mills, Sara (ed.) Language and Gender: interdisciplinary perspectives. London: Longman. pp. 160-178.

Thornbury, Scott (1999) ‘Window-dressing vs. cross-dressing in the EFL sub-culture’. Folio 5/2: 15-17.

Thornbury, Scott (2013) ‘Resisting coursebooks’, in John Gray (ed.), Critical Perspectives on Language Teaching materials. New York: Palgrave Macmillan.

Zimman, Lal (2017) ‘Transgender language reform: some challenges and strategies for promoting trans-affirming, gender-inclusive language.’ Journal of Language and Discrimination 1/1: 84-105.

Jane Sunderland

j.sunderland@lancs.ac.uk

June 16, 2021