Navigating Pronoun Use for Transgender and Gender Non-Binary Students in the Foreign Language Classroom

Navigating Pronoun Use for Transgender and Gender Non-Binary Students in the Foreign Language Classroom

Nicole Markovic

Many Romance languages are built on a binary conception of gender that provides limited room for gender-neutrality. Additionally, the lack of a queer pedagogy and the heteronormative assumptions of most language textbooks pose barriers to educators who are increasingly faced with navigating gender neutrality in the classroom (Nemi Nato 2018). To address these challenges, this paper explores how foreign language educators can address gendered pronouns for transgender and gender non-conforming students in the language learning classroom. While it can be noted that gender-neutral pronouns have not been adopted by Romance languages in the mainstream, there has been a significant shift in the way educators are adapting to new language patterns regarding gender pronouns. Data are collected to analyze for current practices of and recommendations for educators from sources including discussions from language learners and educators via online sources such as Quora and Twitter, as well as strategies found in the language learning software Duolingo. Discussions on Quora spotlight how, in French, speakers have begun to use the pronoun “iel” and sometimes “ille” to refer to a non-binary individual. Language learning programs like Duolingo have begun including gender-inclusive language (e.g., “his husband” or “her wife”), but less focus is put on gender neutral and gender non-binary pronouns. Further, discussion boards on Duolingo note how representing gender-inclusivity and gender-neutrality is more easily put into practice in the written form, but more challenging in spoken forms and within the classroom. The implication of this study promotes further discussion and inquiry about the strategies navigating pronoun use for transgender and gender non-binary students in the foreign language classroom.