Inclusiveness Beyond the (Non)binary in Romance Languages Research and Classroom Implementation

Inclusiveness Beyond the (Non)binary in Romance Languages: Research and Classroom Implementation explores both research and best practices related to inclusive language so that all students, regardless of gender identity, may be active participants in their language learning communities.

Given the binary nature of Romance language grammars, it is essential that scholarly inquiry into issues related to (non)binarism be further developed and become more visible, and this volume aims to embed the issue of linguistic inclusivity within broader conversations surrounding social justice to ensure that conversations do not stop with mere linguistic changes. The book is divided into two parts: the first focuses on research related to inclusive and nonbinary forms in Romance languages, while the second highlights teaching practices and encompasses inclusive approaches that go beyond the nonbinary. Although the volume focuses on Romance languages, most (if not all) of the content is applicable to other linguistic contexts. This volume also goes beyond issues of gender inclusivity and includes content that leads to a reflection on issues of equity and social justice more broadly.

This edited volume is a resource for scholars whose research focuses on inclusive language and for educators who are interested in learning more about why and how to foster inclusiveness in their language classrooms and in their workplaces.

Introduction

Part I: Research

1 Using inclusive language at school: reported and perceived use among teachers in Buenos Aires

2 For the children: Brazilian Portuguese and the rainbow scare

3 Gender inclusiveness in a binary language: the rise of the schwa in Italian and the discussion surrounding it

4 Towards feminization and neutralization in the foreign language classroom: evaluation of linguistic possibilities

5 Is Italy ready for gender-inclusive language?: an attitude and usage study among Italian speakers

Part II: Classroom implementation

6 The ergonomic classroom: best practices for fostering inclusive learning environments

7 Inclusive Italian in the college classroom: a promising journey

8 Integrating nonbinary language and trans knowledge practices in Romance language classes

9 Diversity, inclusion, equity, and social justice in the Spanish language classroom: what does it mean and what does it look like?

10 Teaching nonbinary Portuguese: strategies and inclusiveness in the classroom

Gláucia V. Silva is Professor of Portuguese at the University of Massachusetts Dartmouth, USA.

Cristiane Soares is Senior Preceptor in Portuguese at Harvard University, USA.