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.本文聚焦于以英语为第二语言教学（Teaching English to Speakers of Other Languages，简称TESOL）领域中性别化语言与偏差话语的交叉议题。本文阐释了性别因素如何塑造英语作为第二语言（English as a Second Language，简称ESL）学习者的沟通风格，以及此类差异对课堂互动生态的影响。本文依托既有学术文献，探讨了在多元语言背景下，偏差话语作为身份表达与反抗形式的角色与作用。本论述强调，TESOL从业者需强化性别意识、秉持包容理念并优化适配性教学策略，方能构建公平公正的学习环境。通过洞悉上述课堂互动机制，教育工作者可提升语言教学的实效性，助力学习者在语言学习旅程中实现赋能与成长。