Gendered address terms in reproach sequences in classroom interaction

This article uses a conversation analytic framework to explore reproaches in classroom interaction. The data used is naturally occurring Finnish classroom interaction (students aged 13–15). The analysis focuses on reproaches that are used in order to silence students and in which gendered address terms are included. In the data occurrences, the address term ‘boys’ is more frequent than the address term ‘girls’. By using reproaches including the term ‘boys’, the teachers contribute to the construction of the gender category of ‘boys’ in classroom interaction. In their own turns-at-talk, the students make use of the teacher's gendered address terms. By adopting and repeating the address terms in their own contributions, the students both entertain themselves by teasing the addressed students as well as the teacher in a humorous way and thus implicitly criticize the use of gendered address terms in classroom interaction.

Research highlights▶ Gendered address terms in reproaches more often addressed to boys in classrooms. ▶ Gendered address terms in classrooms construct gendered membership categories. ▶ Students use teachers’ gendered address terms to empower themselves in classrooms.