Queering the French Académie

Tudisco, Jordan

doi:10.33137/twpl.v43i1.35952

Cited by 3 publications

(1 citation statement)

References 17 publications

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“…These genderqeer individuals "[use] the available linguistic resources to lead change and instruct others in their surroundings about alternative gender possibilities" (58). Similar trends have been found in work on nonbinary French (Knisely, 2020;Tudisco, 2021). This work has traced the wide array of linguistic strategies that nonbinary French users employ to navigate gendered morphology.…”

Section: Recognition Usesupporting

confidence: 63%

How to Do Things with Gendered Words

Hernandez,

Crowley

2024

The Oxford Handbook of Applied Philosophy of Language

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With increased visibility of trans people comes increased philosophical interest in gendered language. This chapter aims to look at the research on gendered language in analytic philosophy of language so far, which has focused on two concerns: (1) determining how to define gender terms like ‘man’ and ‘woman’ such that they are trans inclusive, and (2) if, or to what extent, we should use gendered language at all. We argue that the literature has focused too heavily on how gendered language can harm trans people and has not considered how trans people use gendered language to create meaning and joy for ourselves. Pulling from the literature in sociolinguistics, we look at examples of how trans people use language to make their lives better by gaining recognition, playing with gendered language, finding joy in gendered language, and taking control of definitional power, concluding that debates about gendered language need to consider not only how such language harms trans people but also how trans people use it for our own liberation.

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Section: Recognition Usesupporting

confidence: 63%

How to Do Things with Gendered Words

Hernandez,

Crowley

2024

The Oxford Handbook of Applied Philosophy of Language

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He/She/They - gender inclusivity in developing and using health-related questionnaires: a scoping review

Scott,

Derrett,

Rupel

et al. 2024

Qual Life Res

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Purpose To ensure the recognition and participation of all potential respondents in health research, surveys and care, including LGBTQIA + broadly, and trans people, specifically, the use of inclusive language should be considered. This scoping review aimed to identify and describe strategies considered for gender inclusivity in development and use of health questionnaires and Patient Reported Outcomes Measures (PROMs). Methods A systematic search of peer reviewed publications between January 2000 and September 2022 was conducted in Scopus, ProQuest Central, Ovid Medline (PubMed and EBSCO). Two reviewers independently screened identified publications titles and abstracts, followed by full text screening and data extraction from eligible articles. Results The search of over 5000 publications, retained 18; most acknowledged gaps in representation and advocated for gender-inclusive language. Eight articles discussed exclusion from health care and health research for gender minority groups due to the use of gendered language. Improved reliability, validity and response rates were associated with the use of gender-neutral language in seven articles. Only one article reported finding irritation among cisgender males when non-binary gender response options were used. One paper, focussing on instruments for Rheumatoid Arthritis, discussed gaps in representation if diverse gender identities were not considered when developing PROMs. Conclusion This scoping review points to the importance of adopting gender-inclusive language in health questionnaires and surveys to reduce the risk of excluding gender minority groups. Despite finding very few specific examples of how others have used gender-inclusive language in health questionnaires, many strengths of gender-inclusive language usage were identified.

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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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Queering the French Académie

Cited by 3 publications

References 17 publications

How to Do Things with Gendered Words

How to Do Things with Gendered Words

He/She/They - gender inclusivity in developing and using health-related questionnaires: a scoping review

Gender‐just language teaching and linguistic competence development

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