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Article published In: Nonbinary pronouns as a site of advocacy in research and teaching
Edited by Lex Konnelly, Bronwyn M. Bjorkman and Lee Airton
[Journal of Language and Sexuality 11:2] 2022
► pp. 240–250

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Including them and all the rest

Gender-neutral pronouns in EFL class

 | Universidad Nacional Autónoma de México, Mexico City, MexicoMexico City
Published online: 4 August 2022
DOI logo with link
https://doi.org/10.1075/jls.20025.vel
Abstract
Introducing material that helps to develop intercultural competence in English class brings the opportunity to reflect upon topics such as identity and representation. One way to do it is by introducing gender-neutral pronouns to our practice. This topic becomes particularly relevant as students get the chance to develop their intercultural awareness. For some students, the concept of gender-neutral pronouns, and what they imply, might be difficult to grasp, because they may not be fully aware of what they are or how to use them. Learning about gender-neutral pronouns can lead students to question some previous assumptions and creates a safe space in the classroom to talk about such topics. In this paper, I explore why working with these pronouns can not only improve the students’ grammar skills, but also can help them boost their intercultural competence. Furthermore, it is relevant for EFL students, but even more for future translators.
Article outline
  • 1.Introduction
  • 2.The case for integrating gender-neutral pronouns in the EFL classroom
  • 3.Strategies for integrating gender-neutral pronouns in the EFL classroom
  • 4.The case for integrating gender-neutral pronouns in the translation classroom
  • 5.Strategies for integrating gender-neutral pronouns in the translation classroom
  • 6.Conclusion
  • Acknowledgements
  • Notes
  • References
References (22)
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