A Starter Kit for Rethinking Trans Representation and Inclusion in French L2 Classrooms

Knisely, Kris Aric

doi:10.4324/9781003126461-2

Cited by 6 publications

(11 citation statements)

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“…In this way, students are given space to understand themselves as agentive participants in knowledge and meaning making. Similarly, TAQIBPs also draw attention to the fact that there is not a singular way of successfully languaging and, thus, that there is not a singular way of being a successful language learner or user (Knisely, 2021, 2022a, 2022b; see also Kosnick, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…This also requires that we teach as though trans students and colleagues are always present in our classrooms, institutions, and communities, whether we are aware of it or not. Understanding trans people as inextricable from our broader social networks and understanding trans knowledges as relational is foundational to gender-just approaches to language education (see Knisely, 2022aKnisely, , 2022b, for examples of how engaging with the lives of trans people allows educators to move beyond allegories of diversity and for ways to apply TAQIBPs that make room for myriad forms of being and belonging).…”

Section: Implications For Practical Approaches To Gender-justice In L...mentioning

confidence: 99%

“…They thus exist in conversation with, but simultaneously depart from a history of sexuality‐focused work in queer applied linguistics (e.g., Cahnmann‐Taylor & Coda, 2018; Moore, 2016, 2020; Nelson, 2009; Paiz, 2020; Paiz & Coda, 2021; Sauntson, 2017). In keeping, TAQIBPs offer a theoretical frame that can encompass and move beyond various introductory approaches to treating gender more expansively in language courses (e.g., Knisely, 2022a, 2022b; Kosnick, 2019; 2022; Provitola, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, inadequate supports and persistent gender misunderstandings contribute to challenges in taking up trans-affirming and gender-just language pedagogies (c.f. Knisely, 2020aKnisely, , 2022aKnisely, , 2022b. 1 These challenges are further exacerbated by a lack of empirical investigations into whether and how gender-just language teaching may contribute to linguistic competence development.…”

Section: Introductionmentioning

confidence: 99%

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Gender‐just language teaching and linguistic competence development

Knisely

2022

Foreign Language Annals

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Within a broad turn toward identity‐focused pedagogies, educators are increasingly recognizing the critical impetus to engage with gender in expansive and inclusive ways. However, challenges persist. Often inadequate supports are exacerbated by a lack of empirical investigations into whether and how gender‐just language teaching may contribute to student learning. Thus, very little is known about how this ethical imperative interfaces with linguistic outcomes. To respond, this study analyzed linguistic accuracy and complexity in assignment data from 112 US undergraduate students enrolled in one of three iterations of an intermediate French course, which varied in whether and when gender‐just pedagogies were introduced. Results indicated that gender‐just language pedagogies contribute to significantly lower overall mean error rates but do not have a statistically significant relationship with mean length of utterance. Implications are discussed, including the clear benefit of an early‐and‐often approach to gender justice in the language classroom.

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Section: Discussionmentioning

confidence: 99%

Section: Implications For Practical Approaches To Gender-justice In L...mentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Gender‐just language teaching and linguistic competence development

Knisely

2022

Foreign Language Annals

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“…While articulation of specific curricular and pedagogical strategies have been gaining momentum in the teaching of English (see, for instance, Merse, 2015;Moore, 2020b;and, notably, Paiz, 2019;Paiz, 2020Paiz, , 2021and Seburn, 2021, in relation to the development of inclusive materials), there are also many emerging scholarly works in French (Knisely, 2016(Knisely, , 2020(Knisely, , 2021Peters, 2020;Pilon, 2020), Italian L2 Journal Vol. 14 Issue 3 ( 2022) 12 (Formato, 2019), German (Djavadghazaryans, 2020), and Japanese (Arimori, 2020).…”

Section: Gesturing Towards More Inclusive Futuresmentioning

confidence: 99%

Gender neutral and non-binary language practices in the Spanish language classroom: Tensions between disciplinary and societal changes

Díaz¹,

Mejía²,

Villamizar³

2022

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This paper is motivated by growing, inexorable tensions between societal impetus to advance inclusive (non-binary) linguistic change across many Spanish-speaking communities, and the seemingly removed reality of the Spanish as a world language classroom. As a first step in reconciling these tensions and breaking free from apparent disciplinary inertia, we set out to map out extant scholarly literature around these complex matters. This critical appraisal is inspired by and rhizomatically anchored in queer and decolonial theories and guided by the urgent need for radical (re)alignment of our language teaching praxis to advocate for diversity and inclusion beyond violently oppressive, colonial, cis-heteropatriarchal norms. We begin by tracing the genealogy of inclusive language change in Spanish, and various attempts across Spanishspeaking communities to broaden understandings of grammatical gender in ways that reflect inclusion of gender-diverse and gender nonconforming people. We then explore these linguistic changes in relation to the views of scholars and governing institutions, who may be seen as custodians of the language's standardisation, stability, and correctness. In so doing, we consider critically the traditional reliance of the (Spanish) language teaching field on prescriptive norms that may ultimately impair teachers' agentic responses to the realities of the classroom. Finally, we consider extant research across a variety of language teaching contexts and how this growing body of work may help inform renewed pedagogical praxis in the Spanish language classroom. We conclude by posing reflexive questions which we hope may prompt deeper, generative conversations around these matters.

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L/G/B and T: Queer Excisions, Entailments, and Intersections

Knisely

2021

Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and Learning

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A Starter Kit for Rethinking Trans Representation and Inclusion in French L2 Classrooms

Cited by 6 publications

References 0 publications

Gender‐just language teaching and linguistic competence development

Gender‐just language teaching and linguistic competence development

Gender neutral and non-binary language practices in the Spanish language classroom: Tensions between disciplinary and societal changes

L/G/B and T: Queer Excisions, Entailments, and Intersections

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