This book examines the continuing poor relationship between boys and the study of foreign languages and is framed by discussion of gender socialization, gendered curriculum practices and cultural narratives about boys and schooling.
The core of the book is constructed by boys themselves. Their commentaries raise important issues for language teachers and curriculum planners, but also for everyone involved in wider conversations about boys, language, literacy and education.
Không có nhận xét nào:
Đăng nhận xét