The Project

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About BoysLingo

Research in the field showed that on average, young girls acquire language faster than young boys as they are ahead in using communication gestures and combining words in the early stages (Eriksson et al., 2012). This gap is noticeable throughout the school years with the girls having better language abilities including vocabulary, mean length of utterance, sentence complexity, language expression and comprehension, storytelling ability and metalinguistic awareness (Marjanovič-Umek & Fekonja-Peklaj, 2017).

The European Institute for Gender Equality also discusses the underrepresentation of male in Language professions as they are significantly more likely to expect to work in science, technology, engineering and mathematics occupations. Despite biological and other developmental differences, both social environment’s beliefs and well-established gender stereotypes distance boys from the field as boys continue to prefer practical subjects (e.g. Mathematics, Technology, Physics) rather than theoretical ones (e.g. Language, History), regardless if they perform better or not (Zacharia et al., 2020).

Therefore, BoysLingo will propose a comprehensive language teaching and learning approach for primary and secondary education to ensure that learners (with a focus on boys) achieve adequate language competence levels by the end of compulsory education through the purposeful use of digital technologies in education and language learning to reduce the gender gap in the Language field by creating inclusive gamified environments to elevate boys’ language experiences.

PROJECT LEAFLET

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NEWSLETTERS

NL1 - Available in: EN - IT - PL - EL

INFOGRAPHICS

Available in: EN - IT - PL - EL

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Objectives

Encourage and motivate boys

to be engaged in Language Learning activities (Reading, Writing, Speaking, Listening) in their education.

Build the capacity of educators, school leaders, and school staff

in organising and implementing language learning activities in the classroom with the use of digital tools, such as a gamified mobile learning environment.

Engage teachers

in the development process of the learning scenarios and activities in order to acquire the knowledge and competences required to support students during the learning process.

Develop innovative quality learning material and digital resources

for Language learning in primary and secondary education.