Збірник наукових праць БДПУ (Педагогічні науки)

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https://dspace.bdpu.org.ua/handle/123456789/82

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Перегляд Збірник наукових праць БДПУ (Педагогічні науки) за Автор "Aliyeva, Olena"

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    The use of gender-neutral pronouns in English during teaching of international students
    (Berdyansk State Pedagogical University, 2022) Makyeyeva, Lyudmyla; Gromokovska, Tetyana; Popazova, Olena; Murzina, Olena; Aliyeva, Olena; Pototska, Olena
    The use of language is important in pedagogy, especially teachers' appeals to students, because they work with a large number of people and it depends on them how they will treat each other in the future, they set an example and create a favorable atmosphere in the group. Later, students also reproduce this in everyday life and in interpersonal relationships. So in the 21st century, they began to pay more attention to this and be tolerant, polite to each other, appreciate personal space and choice of sexual orientation and gender. The study was conducted by an anonymous survey of 300 foreign students (mostly from India, Nigeria, Morocco and Zambia) 1st and 2nd year students of Zaporizhia State Medical University studying in English and 15 teachers of the same university (from different departments) teaching in English. The study found that teachers have a low level of awareness of gender-neutral denominators in English. The reason may be that English is not a native language and is not their main subject and object of increased interest. Also, teachers have mature male or female roles, being psychologically and socially mature. Most students, on the other hand, are not only aware of gender-neutral pronouns, but are also ready to use them in class and in everyday life. Also, most students agree that teachers play an important role in cultivating gender-neutral language. In conclusion, it is proposed to organize courses for teachers and develop methodical recommendations, review materials for classes to use gender-non-deterministic language. In addition, teachers should be encouraged not only to use gender-neutral language but also to inspire students to do so, for example by starting an introductory class on a course by introducing themselves and pronoun that reflects their gender status and asking students about their names and pronouns they wanted to be addressed by.