Gender, language and floor apportionment in political debates

Political debates are speech events which foreground issues of power and the `floor', and allow the opportunity of assessing the ways in which the gender of participants affects their construction as more or less powerful participants in debates. Debates in the British House of Commons are adversarial in style, making it appropriate to view the floor as `the site of a contest where there is a winner and a loser'. Previous research into political debates has found that male participants violate the formal rules in debates more than their female counterparts, in order to gain the floor. Although the canonical form and rules of debates exist to `permit the equalization of turns', rule violations are common, and inequalities between participants exist. In this article legal and illegal interventions are evaluated in five debates in order to establish the extent to which the gender of participants is related to the control that an individual has over the debate floor.

Language Teaching Methodologies, Intercultural Awareness and Autonomous Learning

This paper will examine familiar reasons for including the teaching of intercultural competence within Language Teaching before adding some less familiar ones. It will focus in particular on the question of how far intercultural competence can be learned when students are formally studying languages and how far such competence needs to be acquired autono-mously. It will though also ask to what extent being initiated to the very varied facets of in-tercultural competence during formal language study plays an important role in allowing ef-fective autonomous acquisition to take place. The paper will conclude that a significant part of the intercultural development that students need to undertake if they are to be able to communicate effectively in a foreign language must happen autonomously, but that it is, nonetheless, vital that language courses at least sow the seeds of intercultural learning in ways that will facilitate autonomous learning. As such, language courses, if they are genuinely to meet student needs, should incorporate elements of intercultural training. The paper also concludes by outlining the type of empirical research that would need to be carried out for these claims to be fully substantiated.