Gender-just languaging, Gender-just language pedagogies:

Abstract: Language education represents a site for identity (re)construction, mediated through experiences of doing language with others and of learning to do language differently. Through acts such as speaking, reading, and writing, learners must linguistically position themselves and be positioned by others. In this way, language education encourages learners’ reflections on their own identities in relation to the broader social world. Although language learning allows students to (re)imagine, (re)invent, and explore new linguistic and cultural identities, there is often limited attention to trans knowledges and linguistic practices in the curriculum, textbooks, research, and pedagogy of language classrooms, leaving many educators to report feeling particularly un- or under-prepared to engage in gender-just language teaching. In following, this conversation will invite reflection on possibilities for remaking, reimagining, and reinventing our language classrooms, materials, and pedagogical approaches to resist normativities and recenter trans knowledges without a hyperfocus on narratives of oppression. Together, we will consider how this ongoing process of queer and trans remaking, reimagining, and reinventing can help us to better serve all students, particularly in terms of increasing classroom inclusiveness, fostering tolerance of ambiguity, and the development of linguistic, symbolic, and intercultural competencies.

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