What?

Throughout my study as a student language teacher, my awareness of how social factors like socioeconomic status, gender and cultural background influence students ' experience and success in the classroom environment. It has also become apparent to me how different schools can either choose to reinforce or challenge these societal inequalities. This understanding and education has made me more attentive to such things and to classroom dynamics, such as power relationships and interactions that can help influence participation and engagement, especially in the language classroom as participation is crucial. 

So what?

Having such knowledge and being aware is crucially important and makes me think critically about my role in challenging these inequalities. In language learning, there are often incidents and activities where students are required to share personal opinions, experiences, and perspectives, which can be daunting for some students. This understanding also means I need to be mindful of the materials which I select for use in the classroom and ensure every student is represented. It is evident to me that I can help all students feel valued and included in the language classroom, which is important as a key element of the language classroom is being brave and taking risks in your learning, however students must first feel as though they can. 

Now what?

As such and going forward, I will continue to approach these social awarenesses by implementing inclusive learning strategies and effectively differentiating for students. To do this I will use a variety of culturally relevant texts and encourage students to share experiences from their own lives. This will foster a classroom culture and environment that respects diversity. To promote participation in my classroom, I will carefully structure activities to promote a collaborative effort from students. To encourage students who may feel less comfortable or confident speaking in front of the class, I will allow time for students to think of responses. I will also ask students for feedback so as to better understand their experiences, adjusting my approach based on their input. Making use of reflective practice will encourage a more inclusive classroom environment where students will feel empowered to learn and express themselves.

Introduction

There are many deciding factors as to why there is declining academic achievement of boys in developing countries compared to girls such as economic pressures and labour expectations, stereotypical gender norms, lack of male role models in education and educational disparities and policy focus. 

Economic pressures

According to Ahmed and Brasted (2022), religious tensions can cause some inequalities within the classroom environment. Based on this reading and when considering biological drawbacks, it is evident that both men and women can not participate equally in every field. Gender inequality in developing countries is clearly impacted by economic pressures and religious prejudice (Iqbal et al., 2022).

Stereotypical Gender norms

Social and cultural factors influence gender inequality in education in developing countries. The gender imbalances within the teaching profession adds to this also, especially at primary levels, which can result in fewer male role models. On the opposite end of the spectrum, girls may face barriers such as expectations to take a more domestic role which in turn limits their educational opportunities. Gender bias and traditional norms continue to impact access, motivation, and success for both boys and girls within education (Drudy, 2008).

Introduction

The use of digital technologies in the language classroom brings great benefits but also has many challenges too. They provide greater opportunities and access to information while also encouraging student engagement through interactive and multimedia resources. The use of educational technology and softwares allows for differentiation and can cater to individual learning styles and paces. While allowing for differentiation it also allows for students learning and acquiring vitally important digital literacy skills which are essential in today’s world. 

Benefits of technology

There are many benefits of the use of technology in the classroom, including enhanced access to resources and the personalisation of learning. In the language classroom in particular there are many websites which are highly beneficial such as ‘Linguee’ which is a digital dictionary for most modern foreign languages. Similarly, ‘foclóir’ and ‘teanglann’ are much the same but for Gaeilge. These websites for Gaeilge also offer additional help for students with grammar and also pronunciation in the different dialects that exist in Gaeilge (Haleem et al., 2022). 

Drawbacks of technology

There are some disadvantages to technology also, including equity and screen time. With most devices being expensive, it can cause issues for students who may come from lower income families and put a strain on parents, particularly if they are required to buy an iPad as part of their education. Similarly, excessive time spent looking at a screen can raise concerns about students’ mental health and may cause an impact on this. It also does not add to students social skills development which is a vital component of students education (Haleem et al., 2022).

Introduction

Technology is a very useful and important tool in the second-level language classroom as it provides students with resources and tools to aid their learning. Apps and online platforms such as Duolingo, Quizlet and Babbel are very good for students to practise their grammar, vocabulary and pronunciation.

The iPad in the classroom

iPads are a very helpful tool for students to use during class as they can add to students. Some benefits of using iPads in the classroom include an interactive and engaging learning experience, personalised learning, an access to a range of beneficial resources and also an enhanced collaborative learning experience. In the current school that I am in students use iPads and I have noticed how useful they are when doing interactive activities and also in terms of homework they can be useful. 

Visual prompts and aids

Some benefits of using visual aids and prompts in the language classroom include improved comprehension and retention, enhanced engagement and support for Diverse Learning Styles, increased language and vocabulary development and acquisition and support for students with specific learning needs. Many students are visual learners and respond well to seeing information as well as hearing it or reading it. By including images, videos and other visual elements students can have more inclusive lessons that cater to a range of learning preferences (Haleem et al., 2022).

-OECD. (2021). Education Policy Outlook 2021 Shaping Responsive and Resilient Education in a Changing World. OECD Publishing.

-Drudy, S. (2008). Gender balance/gender bias: the teaching profession and the impact of feminisation. Gender and Education, 20(4), 309–323. https://doi.org/10.1080/09540250802190156

-Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3(3), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004

-Apple, A. (2019). iPad in Education Results. https://www.apple.com/education/docs/ipad-in-education-results.pdf