Deconstructing Gossip Gendered Stereotypes: A Pedagogical Proposal in English as a Foreign Language Education

Abstract

[eng] Gendered gossip stereotypes are common in societal discourse, which are often sustained by the media provoking a distortion in reality. Their impact is particularly notable among teenagers, a vulnerable group daily influenced by media representations. Understanding the intersection of gender, gossip, and education is crucial for addressing these societal perceptions in educational settings. In this manner, critical thinking can be promoted and taught among students. The objective of this thesis is to analyze the use of gendered gossip stereotypes and to present a teaching proposal designed to engage students in deconstructing these stereotypes through analyzing media texts, social media posts, movie and television series’ dialogues. The two teaching methodologies used for this proposal are task-based language and project-based learning to create a gap between theoretical understanding and practical application, fostering active student participation. This thesis seeks to help future educators with the necessary tools and information to promote critical thinking and social change within educational settings