How do girls and boys use language - in the community and when they come to school? Are the types of language used by girls and boys simply different, or do they contribute to inequalities between the sexes? What are the implications of gender differences, and inequalities, for teaching, learning and assessment? How can teachers monitor girls' and boys' language in the classroom? And how can they introduce 'equal opportunities' in and through language. These are some of the issues considered in this book. It provides a brief overview of gender and language - focusing on research that is particularly relevant to education. It looks at gender differences in classroom interaction; and at images of girls and boys as readers and writers - does the aptitude demonstrated by many girls actually operate to their long-term disadvantage? And it discusses some of the many strategies teachers have adopted to provide equality of opportunity for girls and boys. Throughout the book the emphasis is on providing information that is of practical value to teachers. One of the later chapters provides guidance for teachers who wish to monitor written and spoken language in their own school or classroom.