Volume 3, Issue 3  December 2020, pp. 183–195          Download PDF

Regular Articles
Gender-inclusivity and gender-neutrality in foreign language teaching: The case of French

Hugues Peters https://orcid.org/0000-0002-2111-30421

1 UNSW Sydney, Australia h.peters@unsw.edu.au

DOI: https://doi.org/10.29140/ajal.v3n3.332


Abstract

This is a secondary research discussion paper on the issue of non-conforming gender-inclusivity or neutrality in foreign language teaching of gender-based languages. Australian universities welcome increasingly diverse populations of students. One source of diversity among the student population is characterised by the notion of gendered identities, and especially the affirmation of the rights of LGBTQIA+ communities. Universities aim to show equal respect to all gendered identities. It entails using the language that is most respectful to refer to people in a non-sexist, gender-neutral, or gender-inclusive manner, and to allow students to use the language they are most comfortable with. The demands for gender-inclusive and/or gender-neutral language brings some new challenges with respect to the teaching of gender-based foreign languages. In this article, I delineate these challenges with regards to the teaching of French as a foreign language. There is a growing body of literature on ESL Queer teaching, but a paucity of information about this issue in the foreign language teaching of gender-based languages. Even the best-intentioned teacher can therefore feel insecure because of the lack of information. I specifically review strategies on how to deal with the introduction of gender-inclusive and gender-neutral modes of expression in foreign language teaching, dealing with so-called inclusive writing and the neo-morphemes that have been proposed, and examine how language teachers can raise awareness among their student population about LGBTQIA+ issues.


Received 9 July, 2020
Accepted 2 October, 2020
Published 28 December, 2020


Copyright

© Hugues Peters

CC  4.0
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


Suggested citation

Peters, H. (2020). Gender-inclusivity and gender-neutrality in foreign language teaching: The case of French. Australian Journal of Applied Linguistics, 3(3), 183–195. https://doi.org/10.29140/ajal.v3n3.332


Related Articles:

Negotiating intercultural spaces and teacher identity in an internationalised school in Shanghai
Adam Poole
Intercultural Communication Education Published: 23 August, 2019, Volume 2(2), 59–70. Download PDF

Designing a course in intercultural education
Adrian Holliday
Intercultural Communication Education Published: 11 August, 2018, Volume 1(1), 4–11. Download PDF

(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99. Download PDF

Strategy use, self-efficacy beliefs, and self-regulatedness in adult foreign language learning
Akihiro Saito
Australian Journal of Applied Linguistics Published: 26 August, 2020, Volume 3(2), 152–167. Download PDF

Engagement with technology: Gaming, immersion and sub-optimal experiences
Alastair Henry, Cecilia Thorsen
Technology in Language Teaching & Learning Published: 21 December, 2019, Volume 1(2), 52–67. Download PDF

In pursuit of intercultural competence: Exploring self-awareness of EFL pupils in a lower-secondary school in Norway
Anastasia Khanukaeva
Intercultural Communication Education Published: 23 December, 2020, Volume 3(3), 118–140. Download PDF

Language, diversity and culturally responsive education
Ann E. Lopez
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 3–13. Download PDF

L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 1–16. Download PDF

The Council of Europe Reference Framework of Competences for Democratic Culture: Ideological refractions, othering and obedient politics
Ashley Simpson, Fred Dervin
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), 102–119. Download PDF

Theory of Mind development and narrative writing: A longitudinal study
Birgitta E. Svensson
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), 118–134. Download PDF