Gender-Inclusive Language Instruction in the Online World Language Classroom
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Brief Abstract
One LGBTQIA+ youth commits suicide every 45 seconds, and transgender/non-binary youth are twice as likely to consider suicide as their cisgender peers (Trevor 2021). We must recognize that a safe space in the classroom is vital, and bringing the online classroom into the 21st century with us is just as crucial.
Presenters
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Extended Abstract
Gender-Inclusive language has been a hot topic in Academia, Politics, everyday conversation, and on social media for some time. The importance of using gender-inclusive language has been acknowledged and promoted by countless institutions and organizations, including the United Nations: “Using gender-inclusive language means speaking and writing in a way that does not discriminate against a particular sex, social gender or gender identity, and does not perpetuate gender stereotypes. Given the key role of language in shaping cultural and social attitudes, using gender-inclusive language is a powerful way to promote gender equality and eradicate gender bias.” The Trevor Project in a 2020 study published in the Journal of Adolescent Health found that transgender and nonbinary youth were 2 to 2.5 times as likely to experience depressive symptoms, seriously consider suicide, and attempt suicide compared to their cisgender LGBQ peers, estimating that more than 1.8 million LGBTQ youth (13-24) seriously consider suicide each year in the U.S. — and at least one attempts suicide every 45 seconds. Approximately two-thirds of LGBTQIA+ youth experience parental rejection (Katz-Wise et al., 2015), and only 55% report that their school is LGBTQIA+-affirming. For transgender youth, only one in three reports that their home is gender-affirming and about half report that their school is gender-affirming.
However, The Trevor Project also finds that “transgender and nonbinary youth attempt suicide less when their pronouns are respected, when they are allowed to officially change the gender marker on their legal documents, and when they have access to spaces (online, at school, and home) that affirm their gender identity. Transgender and nonbinary youth who reported having pronouns respected by all or most people in their lives attempted suicide at half the rate of those who did not have their pronouns respected. A 2022 peer-reviewed study by The Trevor Project researchers, published in the International Journal of Environmental Research and Public Health, found that transgender and nonbinary youth who had changed their legal documents reported significantly lower rates of attempting suicide in the past year compared to those who had not. LGBTQ youth who report the presence of trusted adults in their school have higher levels of self-esteem (Dessel et al., 2017) and access to supportive peers is protective against anxiety and depression, including among those who lack support from their family (Parra et al., 2018).”
The topic of gender-inclusive language in world language instruction has become increasingly relevant for several reasons, particularly in view of the increasing presence in the classroom of students who identify as queer, genderqueer, or non-binary, among other identities. Embracing gender-inclusive language is crucial for respecting and addressing the identities of all students and creating a safe and welcoming environment. Incorporating inclusive language promotes best practices for both cisgender and non-binary students and prepares them with essential intercultural knowledge. Understanding and adapting to the preferences and expectations of Generation Z students is vital for ensuring their success in both online and on-ground language learning. This is a growing trend in Academia, with several major conferences and projects focusing on gender-inclusive language use and isntruction in the classroom and its importance for the health and safety of the LGBTQIA+ community (2023 International Conference on Gender-Inclusive Language Instruction , The Gender-Inclusive Language Project, Gender in Language Project - Ben Papadopoulos - UC Berkeley, and Gender-Inclusive OERs - USC, among others). This will involve a look at difficulties with accessibility, the applicability of the delivery method, and how technology affects language learning. Participants will be given examples of assessment tools, lectures, and techniques to help them incorporate inclusive language into their courses.
We will also cover difficulties teachers encounter outside the classroom, such as securing departmental support and administrative backing for programs promoting the inclusive language. We will provide insights into how language educators may promote gender-inclusive language practices within their institutions by sharing examples and experiences. Several interactive techniques will be used in this presentation to include viewers and promote involvement. Session attendees will be encouraged to share their experiences and ideas through group discussions and cooperative activities. Additionally, there will be chances for strategic interaction activities that show how gender-inclusive language can be used in various teaching contexts. Additionally, during the presentation, audience members will have the opportunity to ask questions and offer feedback. The lecture will review the benefits and difficulties of using gender-inclusive language in traditional and online educational settings.
Finally, this presentation aims to provide participants with the information and resources they need to use gender-inclusive vocabulary in global language training. Participants will learn about the value of inclusive language, tactics for using it in different teaching contexts, and how to overcome obstacles in spreading these practices. It will advance the growth of more inclusive and equitable language education by encouraging a more profound comprehension of gender-inclusive language and its importance.
References
Dessel, A. B., Kulick, A., Wernick, L. J., & Sullivan, D. (2017). The importance of teacher support: Differential impacts by gender and sexuality. Journal of Adolescence, 56, 136-144.
Hedegaard, H., Curtin, S.C., & Warner, M. (2018). Suicide mortality in the United States, 1999–2017. National Center for Health Statistics Data Brief, 330, Hyattsville, MD: National Center for Health Statistics.
Johns, M. M., Lowry, R., Andrzejewski, J., Barrios, L. C., Zewditu, D., McManus, T., et al. (2019). Transgender identity and experiences of violence victimization, substance use, suicide risk, and sexual risk behaviors among high school student–19 states and large urban school districts, 2017. Morbidity and Mortality Weekly Report, 68(3), 65-71.
Johns, M. M., Lowry, R., Haderxhanaj, L. T., et al. (2020). Trends in violence victimization and suicide risk by sexual identity among high school students — Youth Risk Behavior Survey, United States, 2015–2019. Morbidity and Mortality Weekly Report, 69,(Suppl-1):19–27.
Katz-Wise, S. L., Rosario, M., & Tsappis, M. (2016). Lesbian, gay, bisexual, and transgender youth and family acceptance. Pediatric Clinics of North America, 63(6), 1011-1025.
Parra, L. A., Bell, T. S., Benibgui, M., Helm, J. L., & Hastings, P. D. (2018). The buffering effect of peer support on the links between family rejection and psychosocial adjustment in LGB emerging adults. Journal of Social and Personal Relationships, 35(6), 854-871.
The Trevor Project. (2021). The National Survey on LGBTQ Youth Mental Health 2021. https://www.thetrevorproject.org/survey-2021/