МЕТОДИ ҐЕНДЕРНОГО ВИХОВАННЯ УЧНІВ КАНАДСЬКИХ СЕРЕДНІХ ШКІЛ НА УРОКАХ АНГЛІЙСЬКОЇ МОВИ ТА ЛІТЕРАТУРИ

The issue of gender education methodology applied at English Language Arts course in Canadian secondary schools has been presented in this paper. The aim of the study is to analyze the content, methods, forms and means of gender education pertinent to the course English Language Arts at Canadian high school. To achieve the goal of the research, theoretical methods of analysis, synthesis, classification and study of English Language Arts programs and lesson plans in Canadian provinces and territories have been applied. Results of our research have demonstrated that the content of gender education during English Language Arts course is aimed at students knowing about the main gender concepts; social roles and achievements of women and men in the past and present in Canada and the world; gender stereotypes and their influence upon self-image, physical and mental health; problems of bullying, hatred and tolerance; women and men who are role models for the adolescents. Furthermore, the content of gender education is targeted at students’ internalization of such values as social justice, gender equity and equality, human dignity, empathy, respect, sensitivity towards diversity. Moreover, gender education is intended to teach youth to apply knowledge and critical thinking, cooperative, problem solving skills, etc. The methods of gender education at English Language Arts classes have been classified into four groups: 1) methods of personality’s gender consciousness development; 2) methods of students’ activity organization and stimulation directed at formation of positive social behavior experience and positive communication among both sexes; 3) methods of gender cognition, self cognition, and self regulation; 4) methods of control and self control of gender education efficacy. The forms of gender education used at the English Language Arts course are comprised of individual, mini-group and group work. The means of gender education constitute a broad spectrum: textbooks, literary, scientific texts, newspapers, magazines, songs, videos, films, television programmes, advertisements, websites, photo exhibitions, documents at World, Canadian, and regional levels, personal experience, team. Thus, the course English Language Arts is characterized by rich potential for gender education due to its content and possibility to use versatile methods, forms and means. Among the perspectives of further research, we define the study of gender education at such courses as Social Studies, History, Family Studies etc. at Canadian high school.