Learning a language involves more than just memorizing vocabulary and grammar rules; language learners also need to understand the cultural values embedded within the language itself. In Romance languages like French, Spanish, Italian, Portuguese, and Catalan, one of the key aspects of grammar is gender. Nouns, adjectives, and pronouns are categorized as masculine or feminine, which can be challenging for individuals whose identities do not fit within the traditional gender binary. This can make it difficult for them to feel fully recognized and respected in the classroom, where they may feel pressured to misgender themselves or disclose their gender identity prematurely due to limited options.
In today’s world, where awareness of gender fluidity is increasing, this issue is becoming more prominent. A survey by the Pew Research Center in 2022 found that around 5 percent of young adults in the U.S. identify as non-cisgender, and at the University of Michigan in Ann Arbor, nearly a quarter of students identify as LGBTQIA+.
To address the mismatch between students’ identities and traditional gender teachings in the classroom, the Department of Romance Languages and Literatures at Michigan established the RLL Gender Diversity Committee in 2019. Comprised of linguists, gender studies experts, language instructors, and trans and nonbinary faculty and students, the committee’s goal was to redefine how gender is approached in Romance language courses. This initiative led to curriculum revisions, awareness campaigns, and the development of online resources to make language learning more inclusive and affirming.
Principles for an Inclusive Classroom
As the chair of the Gender Diversity Committee from 2019 to 2024 and a member of Michigan’s LGBT Faculty Alliance, I witnessed the transformative impact of these efforts. Here are five principles that guided our work and can serve as a model for other institutions seeking to create more inclusive language classrooms.
1. Take Action: Begin by assembling a diverse group of individuals who can address the issue from various perspectives. Our committee’s motto, “All identities are RLL identities,” emphasized inclusivity, and input from each member was crucial in shaping our framework. By providing resources early and inviting feedback, we demonstrated our commitment to change and offered tangible tools for implementing inclusive practices.
2. Bring Trans and Nonbinary Individuals to the Table: Active involvement of the communities being served is essential for success. Trans and nonbinary members of our department provided valuable insights into the challenges they face in the language classroom. Listening to their experiences helped us better meet their needs and create spaces where they feel valued.
3. Don’t Expect Textbooks to Do Your DEI Work: Many Romance language textbooks do not account for nonbinary identities, so instructors must supplement materials with more inclusive content. We created a website for our department to adapt course content and applied for grants to support this effort.
4. Teach Gender-Diverse Language Within a Gender-Diverse Cultural Context: Incorporate nonbinary pronouns and gender-diverse language into exercises that reflect real-life situations, fostering critical discussions about gender identity.
5. Go Public With Your Support and Efforts: Launch public awareness campaigns to normalize the use of inclusive language and reduce discomfort around evolving language aspects. These campaigns can extend the impact beyond the classroom.
Moving Toward a More Inclusive Future
Language learning should be enriching for all participants, but the binary gender framework in Romance languages presents challenges for trans and nonbinary individuals. By taking proactive steps like forming committees, collaborating with stakeholders, providing supplementary information, adapting materials, and raising awareness, we can create inclusive classrooms for all students. There is still work to be done, but these principles can guide efforts to make language departments more inclusive and reflective of student diversity and gender complexity in the modern world.