Various studies confirm the existence of gender bias in classroom interaction and the unequal treatment of boys and girls. The aim of this paper is to determine the differences in the type of teacher feedback after female and male pupils’ speech contribution and explore whether the varied reactions contribute to the development of different linguistic, gender and cultural identities of pupils in Serbian and Hungarian classes. The corpus was collected during the final year of a bilingual primary school in Subotica (Vojvodina) in 2015, and consists of the fine transcripts of two audio and video recordings of mother tongue lessons in Serbian and Hungarian classes. The results confirm the differences in feedback distribution and type in both classes regarding the pupils’ gender. The teachers’ feedback supports the higher status of male pupils in the group (class) and in relation to the teachers.

Keywords: classroom interaction, feedback, gender, Hungarian language, Serbian language

Bašaragin, M., Savić, S. (2019). Gender perspective on teacher-pupil classroom interaction: Feedback and evaluation. Slovenščina 2.0, 7(2): 172–196.


Ph. D. Margareta Bašaragin and Ph. D. emerita Svenka Savić