GENDERED LANGUAGE IN TESOL: UNDERSTANDING DEVIANT DISCOURSE IN ESL CLASSROOMS

This article examines the intersection of gendered language and deviant discourse in Teaching English to Speakers of Other Languages (TESOL). It highlights how gender influences communication styles among ESL students and the implications these differences have for classroom dynamics. Drawing on existing literature, the article explores the role of deviant discourse as a form of identity expression and resistance within diverse linguistic backgrounds. The discussion emphasizes the importance of promoting gender awareness, inclusivity, and adaptive teaching strategies among TESOL practitioners to create equitable learning environments. Through understanding these dynamics, educators can enhance the effectiveness of language instruction and empower students in their linguistic journeys.