Gender-Inclusive Language Instruction in the Online World Language Classroom

Streamed Session

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

Lead Presenter: Diana Ruggiero, University of Memphis

Dr. Diana Ruggiero is an Associate Professor of Spanish at the University of Memphis where she currently specializes in world languages for specific purposes (WLSP; Spanish focus) and community service learning. An engaged scholar recognized by her professional peers worldwide for her contributions to scholarship and teaching in WLSP and Spanish language and culture, her current teaching and research focus is on WLSP pedagogy, Spanish for healthcare and the Latinx Community in Memphis. Among the many Spanish for specific purposes courses that she develops and teaches for the Department of World Languages, such as Spanish for healthcare, Spanish for commerce, Spanish for community engagement, Dr. Ruggiero teaches medical Spanish interpreting and translating, which is a pre-requisite to obtain the national certification for medical interpreting. Dr. Ruggiero's graduate course on teaching Spanish for specific purposes is a methodology course that prepares future language teachers to teach WLSP and Spanish for the professions. Other research interests to date include WLSP, Linguistics in healthcare, heritage language learners, cultural competence and intercultural sensitivity development, service-learning project design and assessment, Medical interpreting and body language, and issues and methods in WLSP, L2 and heritage language learner pedagogy. She serves the Latinx community in collaboration with local non-profit organizations, including serving as a board member of Latino Memphis. In response to Covid-19 and social distancing measures, Dr. Ruggiero is most recently active developing, participating in, and supporting engaged scholarship initiatives (remote and face-to-face) focusing on the mental, emotional, and physical health needs of the local Latinx and other underserved populations of Memphis. In partnership with local non-profits Cazateatro and Latino Memphis, she developed and produce content for a Facebook page (Bienestar901) and a related podcast series addressing the health and wellness needs of the local Latinx population during the pandemic. Dr. Ruggiero provides support for the Memphis Latinx population in the way of translation and interpreting services, educational talks, workshops, and materials, and support and discussion groups, among others. Dr. Ruggiero is the recipient of an American Association of Teachers of Spanish and Portuguese (AATSP) Teacher of the Year Award (College Level), an American Council on the Teaching of Foreign Languages (ACTFL Nelson Brooks Award for Excellence in The Teaching of Culture, a Strengthening Communities Capacity Building Grant (University of Memphis), and an Early Career Award (University of Memphis) in recognition of her many contributions to research and teaching in the areas of WLSP and community service learning and Spanish language and culture. Dr. Ruggiero's research appears in the Cuadernos de ALDEEU, Revista Signos, Revista de lenguas para fines específicos, Journal of Languages for Specific Purposes, Global Business Languages, ADFL Bulletin, Hispania, and Latin American Music Review among other peer-reviewed journals and edited volumes. https://www.memphis.edu/wll/spanish/faculty-profiles/ruggierocv.pdf

Co-presenter: Errol O'Neill, University of Memphis

Co-presenter: Allen Woodall, University of Memphis

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/