Inclusiveness Beyond the (Non)binary in Romance Languages

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.

Autorentext

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.

Inhalt

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