Are the debates about gender/identity really about language? Why are women’s language and voices policed so much more than men’s? Do women really talk any more than men do?
The language women use (and the language used about them) is as controversial as it has ever been. With the rise of the #MeToo movement, the world is becoming increasingly aware of feminism and gender issues.
This month we published our first book for a general audience, Speaking Up by gender studies expert Allyson Jule, which uses current academic research to tackle the most pressing issues facing feminism today including how language use and related ideas about gender play out in the home, workplace and online.
Covering language and gender use in the media, in education, in the workplace, in religion and in relationships, the book engages with current debates about gender and identity and debunks many myths about women’s language.
The book aims to provide readers with an accessible introduction to language and gender with real facts rather than opinions and anecdotes. It examines language use through the lens of gendered expectations and raises many questions such as why women’s language is scrutinised so much more than men’s and why many widely held ideas about language and gender are more complicated than they first appear.
“Fascinating and hugely informative, Allyson Jule will make you realise just how powerful language is in creating the gender norms that many of us are trying to battle against. This is a brilliant way to understand how language has shaped women’s experience in a patriarchal world. Timely, rigorous, and so important, Jule’s research gives substance and weight to the current feminist conversation.”
Marisa Bate, contributing editor at The Pool and author of The Periodic Table of Feminism
“A highly accessible beginner’s guide for the era of #MeToo and LGBTQ+, but also of neoliberalism and Trump. It will be a welcome addition to the field of gender and language.”
Mary Talbot, author of Language and Gender
“Reading [this book], we feel that [the author] has studied everything that has ever been said on gendered linguistics; she references Foucault and the Kardashians with equal rigour.”
Florence Holmes, The Bookbag
For more information about this book or to buy a copy please see our website.
Next month we are publishing Key Topics in Second Language Acquisition by Vivian Cook and David Singleton. This text provides an introduction to the most important topics in SLA research. This book marks the 10th in the MM Textbooks series which began with its first book in 2008.
The textbook series aims to bring the topics of our monograph series to a student audience. Written by experts in the field, the books are supervised by a team of world-leading scholars and evaluated by instructors before publication. Each text is student-focused, with suggestions for further reading and study questions leading to a deeper understanding of the subject.
Next came textbooks on bilingual first language acquisition, multilingualism and literacy, sociolinguistics and the law and teaching languages online.
Merrill Swain, Penny Kinnear and Linda Steinman wrote the 7th textbook in the series, Sociocultural Theory in Second Language Education. Neomy Storch of the University of Melbourne calls their book “a most welcome addition to the growing literature on sociocultural theory” and “an accessible and highly engaging” introduction to the topic of sociocultural theory.
Multilingual Matters author Allyson Jule shares her experiences of visiting Cameroon to talk about her research on gender roles.
I had been to Cameroon before – about twenty years ago. I married a man whose Canadian parents raised him in Cameroon’s Northwest Province. When I first saw Africa as a young woman, it was to see the place my husband calls home. It was exotic and thrilling but ultimately remote from my own life. However, last year an opportunity arose for me to lead a travel study for ten of my university students to Cameroon. When I told my husband, he jumped at the chance to join me – and he did, along with our children.
I had come across the University of Buea when researching gender roles in Africa more generally. As a feminist scholar, I was happy to discover a rich community of scholars housed at the University of Buea (UB) who were writing about gender issues in Africa. After I read a collection of articles compiled by scholars at UB, I tucked away the idea of visiting the campus one day.
The university was originally established in 1977 as a college for language translation. By 1993, UB had transformed into a fully-fledged university with the Women and Gender Studies department a part of this re-organization. Now with a student population of 14,000 students, the University of Buea is a vibrant centre of innovative scholarship in central Africa, and its Women and Gender Studies programme is a prime example of this. The department offers three degrees: a B.Sc. Double Major, a M.Sc. and a Ph.D. The courses on offer display a rich diversity of topics, ranging from feminist theory to women in agriculture and rural development.
Before setting off on the trip, I studied the university’s website and found faculty research in journals acquired through my own university library. In particular, I came across the work of UB’s Head of Women and Gender Studies and UB’s Director of Academic Affairs, Professor Joyce Endeley, as well as that of her colleague Nalova Lyonga, one of UB’s Deputy vice Chancellors. I contacted Professor Joyce Endeley telling her of my upcoming travel plans and asking if we could meet. It was arranged that I would visit the campus for two days and give two lectures – one to undergraduates and one to graduate students and faculty.
When the day arrived, my husband and children piled into a borrowed jeep and drove me from Limbe to the town of Buea. A bright well-manicured campus of big beautiful trees and flowering bushes stands out on the hill above Buea town and it is within sight of Mount Cameroon, Central Africa’s highest peak.
Much of what I shared came from my book, A Beginner’s Guide to Language and Gender, which I wrote in 2008. My ideas on gendered use of linguistic space caused the most discussion and I was thrilled to have such deep conversations with African scholars who had varying contexts of their own upon which to draw. My idea that teachers in classrooms ‘gender’ the space by engaging more with their male students was quite-rightly challenged as context specific and reliant on cultural norms. Also, surely the variety of teaching methods would alter this pattern. Perhaps explorations could be done in African contexts concerning gender in classrooms. I was thrilled with the connection and felt like I had met new friends and that more contact would be very possible.
Academics meet up quite regularly for conferences in many countries around the world and I am no exception. I’ve enjoyed plenty of discussions on the issue of gender in the classroom with a variety of scholars around the world, but I have had never had opportunity for such discussions with African scholars. The professors and students at the University of Buea made me feel so very welcome. I was thrilled with the two day visit. When my husband and children came to collect me at the end of the second day, Prof. Endeley and her colleagues were there to see me off – with hugs!
Certainly, a highlight of my trip to Cameroon was meeting the students and faculty at the University of Buea. That thirty of them requested copies of my book was also deeply touching, and that Multilingual Matters have now donated these books to the university solidified a sense of relationship across the globe. Cameroon struggles with poverty and a weak infrastructure; I understand this. But spending time with Cameroonians made such realities evaporate. We are all connected and not so far apart. For me, twenty years after first visiting Cameroon, I feel a growing sense of home. What had once felt like an exotic place, too foreign to connect with, had blossomed into a real place, filled with warm, generous, and friendly people.