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This paper discusses approaches to gender studies with respect to language education and attempts to view the role of gender as exerting influence on language classrooms. This paper also surveys teachers' awareness of the role of gender in language education and suggests a way to take advantage of gender issues in teaching language. Early studies on language and gender tended to focus on documenting empirical differences between women's and men's speech and on describing women's speech in particular and identifying the role of language in creating social inequality between women and men. However, later studies have taken a broader perspective to the issue of gender as a social and cultural variable. It has been found that male teachers are not different from female teachers in teaching students of different genders. Female and male teachers may differentiate students by gender, but tend to do so in the same way as male teachers. In this regard, this paper discusses recent debates about the nature of gender identity from a sociolinguistic point of view, and argues that an understanding of gender is needed that reinforces the relationship between linguistic practices and social identities.

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