FATHER SATURNINO URIOS UNIVERSITY

Butuan City

ARTS AND SCIENCES PROGRAM

Course Syllabus

I. Course Code: ELC 411

II. Course Title: Language and Gender

III. Course Description: This course analyzes the difference between men and women’s speech, their speaking styles, and the differences in their discourses by assessing the language forms they use. The
methodological issues/approaches involved in the analysis are discussed particularly variationist and interactional sociolinguistics, critical discourse analysis, ethnography, and
conversational analysis.

IV. Course Outcomes:

At the end of the course, the student must have:

a. Breakdown important points that concerns the development of language and gender;
b. Integrate language and gender in different aspects of society;
c. Find loopholes on different theories of language and gender to enhance understanding of the concept;
d. Plan specific activities, lessons, events, etc. governed by the knowledge from the theories and studies of language and gender; and
e. Create academic paper that tackles the issues, concerns, and theories of language and gender for personal, behavioral, and social growth.

V. Duration / Credits: 54 hrs. / 3 units; 1.5 hrs. /

VI. Pre-Requisite:

VII. Content Outline:

Learning Outcomes Institutional/Program Topics/Content Instructional Teaching Learning Activities Assessment Tasks Date/ Remarks
Graduates Attributes & Materials/ Schedule of
Outcomes References the Class

Throughout the lesson, the students
should be able to:
1. match the words that fit the
represented sex/gender;
2. distinguish the beginning of the
study of language and gender; and
3. make a stand from the debated
topics in some European countries
that concerns language and gender.
Throughout the lesson, the students
should be able to:
1. brainstorm on the relationship of
sexism and English language;
2. discover the changes in language
as it fits the norms of the society;
and
3. write a synthesis about the
emergence of gender roles in the
English language.
IGO11. Demonstrate
persuasive and convincing
skills in expressing complex
ideas to diverse audience.
PGOTS 2. Effectively
communicate orally and in
writing using both Mother
Tongue, Filipino and English.
PGO 1. Articulate a
comprehensive and
contextualized view of the
English language system and
development.
IGO10. Present ideas clearly
and concisely in both written
and spoken local and
international languages.
PGOTS 3. Work effectively
and independently in multi-
disciplinary and multi-cultural
teams. (PQF level 6
descriptor).
PGO 9. Produce well-written
texts for various academic and
professional purposes.
Classroom Orientation
and Setting of Rules
PART I Theorizations of Sex vs Gender vs Engage: Evaluate:
gender and language: Orientation The students will play a game. In this The students will have
https:// game, the students have to have to make a stand from
1. Putting gender and www.youtube.com/watch? match the pictures of objects that the debated topics in
language on the map v=XN-wD8O9tRI&t=11s corresponds to a specific sex/gender. some European
Then, they will analyze a short video countries that concerns
Gender and Language clip about the difference between sex, language and gender
- A view of language gender, and orientation. guided by series of
- Sex and gender Theory and Practice
https://drive.google.com/ questions.
- Pre-feminist linguistics
file/d/1Soq2BB6yTEU- Explore:
wLPXWKlHUjmf6B1eyC The students will distinguish how 1. Would it be possible
Rz/view?usp=sharing language and gender relate to each in each case to talk
other. about the sexes (men,
Women, Men and women, boys, and girls)
Language Explain and Elaborate: without saying
https://drive.google.com/ The teacher will ask the students to something about
file/d/ answer the following questions: gender?
1QEeNDsXoghI67ddXdgf
e4yk2JYEojySg/view? 1. In what ways can language shape 2. would it be possible
usp=sharing how we see ourselves and the world? to talk about gender
without saying
something about race,
2. Identify other examples of ethnicity, religion,
biological explanations of gender class, sexuality,
differences. What are their possible education levels, and
effects and implications? the geographical/
Historical/political/
social context pertinent
to each of these issues?
Sexism and the English Engage: Evaluate:
- Sexist language language | The Economist The students will watch a short video The students will write
- Changing language https:// about sexism and the English a synthesis from the
- The emergence of feminist www.youtube.com/watch? language. Then, the students will be discussed lesson based
linguistics v=5uaBwAe2BhY grouped and brainstorm on the on the emergence of
(Aranton and Awa) relationship of sexism and English gender in the English
Gender and Language language. language. The synthesis
Theory and Practice should contain not less
https://drive.google.com/ Explore: than 300 words and will
file/d/1Soq2BB6yTEU- The students will be given handouts not exceed 500 words.
wLPXWKlHUjmf6B1eyC that contains the lesson for them to
Rz/view?usp=sharing discover the changes of English
language to fit the gender roles of the
Women, Men and society.
Language
https://drive.google.com/ Explain and Elaborate:
file/d/ The teacher will ask some students
1QEeNDsXoghI67ddXdgf about the lesson to share their

Throughout the lesson, the students
should be able to:
1. differentiate the old from the
new Disney princesses based on
their characteristics and the
language they use in the movies;
2. explore the linguistics features of
women’s language; and
3. illustrate a comic strip that
shows the nature of the women’s
language.
Throughout the lesson, the students
should be able to:
1. review the linguistic features the
language of women;
2. compare the language difference
of linguistic features of men and
women; and
3. role-play a scenario that
represents the difference between
the language of men from women.
IGO 23. Evaluate and
creatively find solutions to
problems and challenges
through the use of appropriate
media and technology.
PGOTS 4. Act in recognition
of professional, social, and
ethical responsibility.
PGO 2. Communicate in
English (both oral and
written) fluently, accurately,
and creatively in diverse
social, cultural, academic, and
professional settings.
IGO 20. Exercise
responsibility in performing
specific roles in the family,
community and society for
sustainable economic growth.
PGOTS 1. Articulate and
discuss the latest
developments in the specific
field of practice. (Philippine
Qualifications Framework
(PQF) level 6 descriptor).
PGO 8. Participate effectively
in oral communications
e4yk2JYEojySg/view? thoughts and ideas in the class.
usp=sharing
The Evolution of Disney Engage: Evaluate:
2. The ‘language of Princesses The students will watch a short video The students will draw
women’: lacking, https:// about the evolution of Disney a comic strip that shows
powerless, different www.youtube.com/watch? princesses and differentiate their the nature of the
v=wfc7seVo3fY characteristics and the language they women’s language.
use in the movies. This will be guided by a
- Women’s language as rubric.
deficient Gender and Language
- Conversational labour: Theory and Practice Explore:
whose power? https://drive.google.com/ The teacher will let the students
Urgel Leslie file/d/1Soq2BB6yTEU- explore the linguistics features of
Quennie Conteniente wLPXWKlHUjmf6B1eyC women through discussion and
Rz/view?usp=sharing exchange of ideas.
Women, Men and Explain and Elaborate:
Language The teacher will ask some students to
https://drive.google.com/ answer the following questions:
file/d/
1QEeNDsXoghI67ddXdgf 1. What assumptions is Lakoff
e4yk2JYEojySg/view? making in the quote?
usp=sharing
2. Consider each of the features of
‘women’s language’, as described by
Lakoff. Think of as many functions
of the same feature as possible, and of
different situations where the same
feature is used in different ways.
3. In what ways can language be used
to dominate and control interaction?
BOYS VS GIRLS Engage: Evaluate:
- Talking difference MEMES The teacher will ask some students to The students will
- Beyond difference https:// review the previous lessons about the grouped into 3. Each
Avila, Glaiza Mae A. www.youtube.com/watch? language of women. Then, a short group has to role play a
Sagario, Jhon Keven B. v=R0FifGPK8O0 video will be presented to the scenario that represents
students about the difference between the difference between
Gender and Language boys and girls through memes. the language of men
Theory and Practice from women.
https://drive.google.com/ Explore:
file/d/1Soq2BB6yTEU- The teacher will let the students
wLPXWKlHUjmf6B1eyC compare the linguistic features of
Rz/view?usp=sharing men and women through discussion.
Women, Men and Explain and Elaborate:
Language The teacher will ask some students in

Throughout the lesson, the students
should be able to:
1. describe what a discourse is and
how it is used in language and
gender;
2. evaluate the types of discourse;
and
3. criticize the context of discourse
in language and gender through a
critical essay.
situations where language
systems (phonological,
morphological, syntactic, and
semantic) vary.
IGO 21. Exhibit competence
in knowledge and skills in
their various professions.
PGOTS 2. Effectively
communicate orally and in
writing using both Mother
Tongue, Filipino and English.
PGO 9. Produce well-written
texts for various academic and
professional purposes.
https://drive.google.com/ the class to answer the following
file/d/ questions:
1QEeNDsXoghI67ddXdgf
e4yk2JYEojySg/view? 1. What are some of the ways in
usp=sharing which adults talk to boys and girls
differently, and some of the ways in
which adults respond to them
differently? What are the possible
effects of such talk?
2. Re-read Extract (2B). Can you see
evidence of the linguistic choices and
interaction styles that are associated
with women’s and men’s language,
according to difference theorists?
3. If we conceptualize the interactions
of gender, class and race as
intersecting circles (West and
Fenstermaker, 1995), what are some
examples where different members of
groups share some, but not all of
these characteristics?
4. What are some concrete examples
where gender polarization effectively
justifies the limiting of options – in
terms of educational, vocational,
public office or political opportunities
– for women? And for men?
Preliminary Exam
Matt Walsh Revisits His Engage: Evaluate:
3. The shift to discourse: What Is A Woman The students will describe what The students will write
the discursive construction Interview With Dr. Forcier discourse is and how it was a 200-300 words critical
of https:// represented in an in an interview analysis based on the
gendered identities www.youtube.com/watch? video. context of discourse in
v=zdDB8wU73NA language and gender.
- Discourse and discourses Explore:
- Analysing discourse Gender and Language The students will read and evaluate
Petalcorin, Princess Gyle Theory and Practice the context of analyzing discourse.
Tan, Maricar Grace H. https://drive.google.com/
file/d/1Soq2BB6yTEU- Explain and Elaborate:
wLPXWKlHUjmf6B1eyC
Rz/view?usp=sharing
1. Re-read Extracts (1A) and (1B) in
Chapter 1. What discourses do you

Throughout the lesson, the students
should be able to:
1. explain the how gender discourse
work;
2. report the different gendered
discourses and the feminist
linguistics; and
3. present a debate about the bias
present in gendered discourse.
Throughout the lesson, the students
should be able to:
1. list common gender stereotypes
in the society;
2. examine the development of
gender and language studies in the
classroom; and
3. make a timeline that shows the
development of gender and
language studies in the classroom.
IGO 19. Promote dialogue
and conciliation in resolving
conflicts and issues in the
workplace and communities.
PGOTS 1. Articulate and
discuss the latest
developments in the specific
field of practice. (Philippine
Qualifications Framework
(PQF) level 6 descriptor).
PGO 8. Participate effectively
in oral communications
situations where language
systems (phonological,
morphological, syntactic, and
semantic) vary.
IGO10. Present ideas clearly
and concisely in both written
and spoken local and
international languages.
PGOTS 3. Work effectively
and independently in multi-
disciplinary and multi-cultural
teams. (PQF level 6
descriptor).
PGO 1. Articulate a
comprehensive and
contextualized view of the
Women, Men and think are evident in the texts?
Language Would you describe some of these
https://drive.google.com/ discourses as ‘sexist’, and do any of
file/d/ them draw on sexist wordings (see
1QEeNDsXoghI67ddXdgf Chapter 1)?
e4yk2JYEojySg/view?
usp=sharing
How Gendered Discourse Engage: Evaluate:
- Gendered discourses, Perpetuates Bias | Dr. The students will watch and explain a With the same grouping
gendered identities Stephanie Barnes Taylor | Ted Ed video about how gendered from the reporting, each
- Feminist linguistics: TEDxWilmingtonWomen discourse perpetuates bias. group will have make a
current trends https:// stand about the notion
Shilla Mae S. Taña www.youtube.com/watch? Explore: of gender differences in
Karen V. Bella v=Qo6pPbcgEXE The students will be grouped into two gendered discourse.
and each group has to draw topics
Gender and Language under gendered discourse and
Theory and Practice feminist linguistics. Each group
https://drive.google.com/ should report their understanding of
file/d/1Soq2BB6yTEU- the topic in the class.
wLPXWKlHUjmf6B1eyC
Rz/view?usp=sharing Explain and Elaborate:
The teacher will ask some students to
Women, Men and answer the following questions:
Language
https://drive.google.com/ 1. What gendered discourses do you
file/d/ think are evident in the texts? How
1QEeNDsXoghI67ddXdgf are women and men positioned
e4yk2JYEojySg/view? through them?
usp=sharing
2. What identities is Heather Clark
producing in Extract (1B)? What
identities are attributed to her by the
interviewer?
Gender stereotypes and Engage: Evaluate:
PART II Gender in context education The students will watch a short video The students will make
https:// about gender stereotypes and a timeline that shows
www.youtube.com/watch? education and list common gender the development of
4. Gender and language in v=nrZ21nD9I-0 stereotypes in the society. gender and language in
education the classroom.
Gender and Language Explore:
- The development of gender Theory and Practice The students will examine the
and language studies in https://drive.google.com/ development of gender and language
the classroom file/d/1Soq2BB6yTEU- through discussion.
Cuenca, Shaira E.
wLPXWKlHUjmf6B1eyC
Eguna, Laurence Dale Rz/view?usp=sharing
Explain and Elaborate:
The teacher will ask some students to
Women, Men and answer the following questions:

Throughout the lesson, the students
should be able to:
1. share experiences of gender
equality/inequality in the education
setting;
2. develop ideas that could help
formulate effective tools in
addressing language and gender in
the classroom; and
3. devise a lesson plan that is
gender sensitive in an ESL class.
Throughout the lesson, the students
should be able to:
1. breakdown the idea presented in
the video about media discourse;
English language system and
development.
IGO 9. Demonstrate
resilience and perseverance by
adopting plans that address
new challenges.
PGOTS 4. Act in recognition
of professional, social, and
ethical responsibility.
PGO 7. Teach English
communication skills using
knowledge of best practices.
IGO11. Demonstrate
persuasive and convincing
skills in expressing complex
ideas to diverse audience.
- Gender and language in the
foreign language classroom
Cabutaje, Blessy Mae N.
Mendoza, Hazzel Ansley A.
5. Gender and language in
the media
Language
https://drive.google.com/ 1. In what ways do the findings above
file/d/ correspond to those discussed by
1QEeNDsXoghI67ddXdgf ‘dominance’ theorists in general?
e4yk2JYEojySg/view?
usp=sharing
2. In what ways do the findings
correspond to those discussed by
‘difference’ theorists in general?
The state of gender Engage: Evaluate:
equality in education The teacher will present a video clip The students will devise
https:// to the students about the state of a semi-detailed lesson
www.youtube.com/watch? gender equality in education and plan that is gender
v=2Oexo0jpstk share their experiences of gender sensitive in an ESL
equality/inequality in the classroom class.
Gender and Language setting.
Theory and Practice
https://drive.google.com/ Explore:
file/d/1Soq2BB6yTEU- The teacher will discuss the lesson to
wLPXWKlHUjmf6B1eyC the class then the students will write
Rz/view?usp=sharing ideas that could help formulate tools
in addressing language and gender in
Women, Men and the classroom.
Language
https://drive.google.com/ Explain and Elaborate:
file/d/ The teacher will call some students in
1QEeNDsXoghI67ddXdgf the class to answer the following
e4yk2JYEojySg/view? questions:
usp=sharing
1. In what ways can analyses of the
quantity and of the quality of
interaction produce different findings,
as regards gender in the classroom?
2. What are possible responses to
perceived sexism in language
learning materials, on the part of
teachers and education policy-
makers?
Midterm Exam
What is Media Discourse Engage: Evaluate:
https:// The students will breakdown the idea The students will
www.youtube.com/watch? presented in the video about what construct an outline.
v=hXQmDBFRBgk media discourse is. They will refer to any
of the extracts included

2. establish concrete understanding
of the relationship of gender and
language in the media; and
3. construct an outline of the
extracts from the lesson by
following the guide questions.
PGOTS 3. Work effectively
and independently in multi-
disciplinary and multi-cultural
teams. (PQF level 6
descriptor).
PGO 5. Write fluently,
accurately and creatively in
English.
- Media discourse so far in this section.
- Gender in the world of Gender and Language Explore: (Alternatively, choose a
magazines Theory and Practice The teacher will present different text from a women’s
Padon, Jomabel https://drive.google.com/ media examples that tackles gender magazine, e.g. an article
Celerez, Jerah file/d/1Soq2BB6yTEU- and language to establish on health or beauty, an
wLPXWKlHUjmf6B1eyC understanding of the topic. interview, an advice
column, etc.)
Rz/view?usp=sharing
Explain and Elaborate:
Women, Men and The teacher will ask some students to 1. Who is the ideal
Language answer the following question: reader in the extracts?
https://drive.google.com/
file/d/ 1. Refer to Extract (1A) in Chapter 1. 2. In what ways are
1QEeNDsXoghI67ddXdgf Consider the questions above, in women/men positioned
e4yk2JYEojySg/view? addition to the questions asked in in the extracts? What
usp=sharing Chapter 1, in relation to the extract. In femininities and
what ways are the questions above masculinities are
more critical and more helpful for an constructed? Why?
analysis of media texts?
3. What kind of power
relations are
assumed/created?

4. What are some

possible ways in which
readers can respond to
the various positionings
in the texts?

5. How do the cultural

practices in the texts
compare with those in
other cultures?

Throughout the lesson, the students
should be able to:
1. identify the gender stereotypes
present in the TV commercials;
2. examine how gender in
advertisements are constructed; and
3. perform a TV commercial that
shows gender sensitivity on its
content.
IGO 14. Preserve and
promote local culture and
identity though arts, research
and advocacy.
PGOTS 2. Effectively
communicate orally and in
writing using both Mother
Tongue, Filipino and English.
PGO 2. Communicate in
English (both oral and
written) fluently, accurately,
and creatively in diverse
social, cultural, academic, and
professional settings.
- The construction of gender
in advertisements
De Gracia, Audrey Myles
Morgado, Nehi
Gender Stereotype Ads Engage: Evaluate:
https:// The students will watch a short video The students will be
www.youtube.com/watch? clip about gender stereotype ads and grouped to perform a
v=exzg7EvtcwM identify the gender stereotypes TV commercial that
present in those ads. shows gender
Gender and Language sensitivity on its
Theory and Practice Explore: content.
https://drive.google.com/ The teacher will present the lesson
file/d/1Soq2BB6yTEU- about the construction of gender in
wLPXWKlHUjmf6B1eyC advertisements and the students will
Rz/view?usp=sharing examine the context of the discussion.
Women, Men and Explain and Elaborate:
Language The teacher will ask some students
https://drive.google.com/ about the lesson to share their
file/d/ thoughts and ideas in the class.

Throughout the lesson, the students
should be able to:
1. describe the events in a video
that depicts dominance;
2. differentiate the characteristics
of men and women in a workplace;
and
3. compare and contrast the
attributes of the language of a man
and a woman in a workplace.
Throughout the lesson, the students
should be able to:
1. argue about the stand of Jordan
Peterson about his stand about
Feminism;
2. distinguish the changes of
gendered discourse at work and in
organization; and
3. write and present a speech that
talks about the questions
formulated by the discourse in
organization as regards gender.
IGO 19. Promote dialogue
and conciliation in resolving
conflicts and issues in the
workplace and communities.
PGOTS 4. Act in recognition
of professional, social, and
ethical responsibility.
PGO 4. Read and explain
various kinds of texts based
on factual evidence.
IGO11. Demonstrate
persuasive and convincing
skills in expressing complex
ideas to diverse audience.
PGOTS 2. Effectively
communicate orally and in
writing using both Mother
Tongue, Filipino and English.
PGO 2. Communicate in
English (both oral and
written) fluently, accurately,
and creatively in diverse
social, cultural, academic, and
professional settings.
1QEeNDsXoghI67ddXdgf
e4yk2JYEojySg/view?
usp=sharing
Evil Boss – SNL Engage: Evaluate:
6. Gender and language in https:// The students will watch a video clip The students will
the workplace www.youtube.com/watch? and describe the boss who in the compare and contrast
v=4vFTMjYJTnY workplace; the attributes of the
language of men and
- Difference and dominance women in a workplace
in the workplace: a brief Gender and Language Explore:
Theory and Practice The students will differentiate the using a Venn-diagram.
history
- Moving forward: dynamic https://drive.google.com/ features of male and female language
approaches file/d/1Soq2BB6yTEU- in a work setting from the discussed
Durens Roewik Vyroe wLPXWKlHUjmf6B1eyC scenarios.
Eliot, Frimand Rz/view?usp=sharing
Explain and Elaborate:
Women, Men and The teacher will ask some students to
Language answer the following question:
https://drive.google.com/
file/d/ 1. In what ways are women and men
1QEeNDsXoghI67ddXdgf evaluated differently when
e4yk2JYEojySg/view? communicating in the workplace?
usp=sharing How could this vary from workplace
to workplace?
Jordan Peterson Engage: Evaluate:
- Gendered discourses at Completely Destroys The teacher will present a short video The students will write
work Feminist Narrative of Jordan Peterson on his stand on and present a speech
- In a double bind, under a https:// Feminist narrative. Then, the students guided by the questions
glass ceiling www.youtube.com/watch? will either agree or disagree on bellow:
- Changing the discourse in v=JB9sfe_mQ1I Peterson through giving their stand in
organizations the class. 1. In what ways can
Morete, Nonita Olivia Gender and Language change in the discourse
Berandal, Ethanmae Theory and Practice Explore: in organizations bring
https://drive.google.com/ The students will distinguish the about social change, as
file/d/1Soq2BB6yTEU- changes of gendered discourse at regards gender?
wLPXWKlHUjmf6B1eyC work and in organization from the
Rz/view?usp=sharing discussion. 2. What else is
necessary for discourse
Women, Men and Explain and Elaborate: change to be effective?
Language The teacher will call some students to
https://drive.google.com/ answer the following questions:
file/d/
1QEeNDsXoghI67ddXdgf 1. What gender ideologies are
e4yk2JYEojySg/view? premised upon and sustained by the
usp=sharing discourses discussed?
2. What inequalities or imbalances

Throughout the lesson, the students
should be able to:
1. list field of studies that could be
associated with research in
language and gender;
2. explore language research that
focuses on feminism; and
3. evaluate a research article or a
research paper about language and
gender through a critical analysis
paper.
Throughout the lesson, the students
should be able to:
1. identify the parts in writing an
outline;
2. discuss the research behind
language as discourse and the
changing ideas of gender; and
3. design an outline for the term
paper.
IGO 22. Make creative and
sound professional judgment
that is research and data
based.
PGOTS 3. Work effectively
and independently in multi-
disciplinary and multi-cultural
teams. (PQF level 6
descriptor).
PGO 9. Produce well-written
texts for various academic and
professional purposes.
IGO 23. Evaluate and
creatively find solutions to
problems and challenges
through the use of appropriate
media and technology.
PGOTS 3. Work effectively
and independently in multi-
disciplinary and multi-cultural
teams. (PQF level 6
descriptor).
PGO 9. Produce well-written
are shored up by these discourses?
3. What gendered discourses are at
work in the articles mentioned above?
4. How can they influence the
material conditions of women and
men’s lives differently in different
cultures?
Semi-Final Exam
Gender Equality: Now Engage: Evaluate:
PART III Researching https:// The students will watch a video about The students will write
gender and language www.youtube.com/watch? gender equality then list field of a critical analysis paper
v=4viXOGvvu0Y studies that can be associated in on research articles or
language and gender. research papers about
7. Starting points for language and gender.
researchers, teachers and Gender and Language
students Theory and Practice Explore:
https://drive.google.com/ The teacher will present the studies
file/d/1Soq2BB6yTEU- concerning the principles of feminist
- Principles of feminist wLPXWKlHUjmf6B1eyC linguistic research for the students to
linguistic research
Rz/view?usp=sharing explore.
Women, Men and Explain and Elaborate:
Language The teacher will ask some students
https://drive.google.com/ some questions related to the
file/d/ discussion.
1QEeNDsXoghI67ddXdgf
e4yk2JYEojySg/view?
usp=sharing
Making an Outline Engage: Evaluate:
8. Looking to https:// The students will identify the parts in The students will
the future www.youtube.com/watch? writing an outline for their term submit their outline of
v=3ifS9c8I-so paper. the term paper for
language and gender.
- Language as discourse
- Changing ideas of gender Gender and Language Explore:
Theory and Practice The teacher will discuss the studies
https://drive.google.com/ concerning the language as discourse
file/d/1Soq2BB6yTEU- and the changing ideas of gender in
wLPXWKlHUjmf6B1eyC formulating research in the future.
Rz/view?usp=sharing
Explain and Elaborate:
Women, Men and The teacher will ask some students

Throughout the lesson, the students
should be able to:
1. recognize the importance of
annotated bibliography
2. develop skills in research
through researching studies related
to language and gender; and
3. compile the annotated
bibliography used for the term
paper.
Throughout the lesson, the students
should be able to:
1. describe the idea behind the Ted
Ed video on gendered linguistics;
2. sum up the important notes on
language and gender; and
3. produce a term paper that
concerns the subject language and
gender.
texts for various academic and
professional purposes.
IGO 21. Exhibit competence
in knowledge and skills in
their various professions.
PGOTS 3. Work effectively
and independently in multi-
disciplinary and multi-cultural
teams. (PQF level 6
descriptor).
PGO 9. Produce well-written
texts for various academic and
professional purposes.
IGO 12. Initiate and
implement projects and
programs with positive impact
in the community with
prudence and due diligence.
PGOTS 1. Articulate and
discuss the latest
developments in the specific
field of practice. (Philippine
Qualifications Framework
(PQF) level 6 descriptor).
PGO 1. Articulate a
Language some questions related to the
https://drive.google.com/ discussion.
file/d/
1QEeNDsXoghI67ddXdgf
e4yk2JYEojySg/view?
usp=sharing
What's an annotated Engage: Evaluate:
- Communities of practice bibliography? The students will be introduced in The students will
- Queer linguistics https:// writing annotated bibliography submit their
www.youtube.com/watch? through a video presentation. compilation of the
v=R0Hsnx0l1q4&t=35s annotated bibliography
Explore: used for their term
ANNOTATED The students will practice their paper.
BIBLIOGRAPHY | APA research skills through researching
FORMAT | studies related to language and
https:// gender.
www.youtube.com/watch?
v=O8nO9rezBNk&t=244s Explain and Elaborate:
The teacher will ask some students
Gender and Language some questions related to the
Theory and Practice discussion.
https://drive.google.com/
file/d/1Soq2BB6yTEU-
wLPXWKlHUjmf6B1eyC
Rz/view?usp=sharing
Women, Men and
Language
https://drive.google.com/
file/d/
1QEeNDsXoghI67ddXdgf
e4yk2JYEojySg/view?
usp=sharing
Gendered Linguistics: Engage: Evaluate:
- A note of caution Why Words Matter The teacher will present a video about The students will
- Women, men and language: https:// gendered linguistics from Ted Ed and produce a term paper
conclusions www.youtube.com/watch? the students will describe the idea from the course ELC
v=awvWRm-f87w behind the video. 411 Language and
Gender.
Gender and Language Explore:
Theory and Practice The teacher will sum up the important
https://drive.google.com/ notes for the students to generate a
file/d/1Soq2BB6yTEU- conclusion of the course language and
wLPXWKlHUjmf6B1eyC gender.
Rz/view?usp=sharing
Explain and Elaborate:
Women, Men and The teacher will ask some students
 comprehensive and Language some questions related to the
contextualized view of the https://drive.google.com/ discussion.
English language system and file/d/
development. 1QEeNDsXoghI67ddXdgf
e4yk2JYEojySg/view?
usp=sharing

Final Exam

VIII. Course Requirements:

IX. Grading System

A. Class Work 40%
Quizzes
Recitations
Seatwork
Requirements
B. Major Exams 60%

XI. Bibliography
A. Books

B. Webliography

Gender and Language Theory and Practice

https://drive.google.com/file/d/1Soq2BB6yTEU-wLPXWKlHUjmf6B1eyCRz/view?usp=sharing

Women, Men and Language

https://drive.google.com/file/d/1QEeNDsXoghI67ddXdgfe4yk2JYEojySg/view?usp=sharing

The Handbook of Language and Gender

https://drive.google.com/file/d/1WMQXlJm2wbX53akPFKBH9uB_Rf5SF4Qi/view?usp=sharing

Language and Gender

https://drive.google.com/file/d/1nYF2GrjqcRnT5SXpgnEExAWtrPNpK2OE/view?usp=sharing

Prepared by: Checked by: Approved by:

 - Sexist language
- Changing language
- The emergence of feminist linguistics
(Aranton and Awa)

2. The ‘language of women’: lacking, powerless, different

MR. IAN PAUL H. DAUG MR. RYAN V. BALOLOT
MRS. DONNA - Women’s language as deficient F. ESPUERTA
Faculty, Humanities Division - Conversational labour: whose power? Program Chair
Dean, Arts & Sciences Urgel Leslie Program
Quennie Conteniente

- Talking difference
- Beyond difference
Avila, Glaiza Mae A.
Sagario, Jhon Keven B.

3. The shift to discourse: the discursive construction of

gendered identities
- Discourse and discourses
- Analysing discourse
Petalcorin, Princess Gyle
Tan, Maricar Grace H.

- Gendered discourses, gendered identities

- Feminist linguistics: current trends
Shilla Mae S. Taña
Karen V. Bella

PART II Gender in context

4. Gender and language in education

- The development of gender and language studies in

the classroom
Cuenca, Shaira E.
Eguna, Laurence Dale

- Gender and language in the foreign language classroom

Cabutaje, Blessy Mae N.
Mendoza, Hazzel Ansley A.

5. Gender and language in the media

- Media discourse
- Gender in the world of magazines
Padon, Jomabel
Celerez, Jerah

- The construction of gender in advertisements

De Gracia, Audrey Myles
Morgado, Nehi