Shayna Greenley/University of Michigan
Learning a language involves more than vocabulary and grammar; Language learners must express the cultural values and ideas embedded in the language itself. In the case of Romance languages such as French, Spanish, Italian, Portuguese and Catalan, one of the most important aspects of grammar is gender. Nouns, adjectives and pronouns are often categorized as masculine or feminine, contradicting our sophisticated, 21st century understanding of gender identity. This rigid language structure can alienate students whose identities may not fit within the gender mainstream. It is difficult for them to feel fully recognized or respected in the classroom, where they often feel pressured to misbehave or leave early due to their limited expressive options.
In an increasingly gender-conscious world, this issue is becoming increasingly prominent. According to a 2022 study by the Pew Research Center, about 5 percent of young adults in the US identify as non-cisgender; at the University of Michigan in Ann Arbor, where I teach, about a quarter of the students identify as LGBTQIA+.
Recognizing the disparity between student identities and the way gender is often taught in the classroom, the Department of Romance Languages and Literatures at Michigan took action in 2019 by establishing the RLL Gender Diversity Committee. Comprised of linguists, gender studies experts, language teachers and trans and nonbinary educators and students, the committee’s goal was to reframe the way gender is considered in Romance language studies. The program has led to curriculum revisions, public awareness campaigns and the creation of new online resources, all with the aim of making language learning more inclusive and authentic.
Principles of an Inclusive Classroom
As chair of the department’s Gender Diversity Committee from 2019 to 2024 and a longtime member of the Michigan LGBT Faculty Alliance, I have seen firsthand how transformative these efforts can be. Here are five principles that guide our team’s work and can serve as a model for other institutions looking to create inclusive language classrooms.
- Take Action
Every great journey begins with the first step. Our mission was to bring together a group of dedicated people who could approach this issue from multiple perspectives. For our committee, diversity of voices was key to addressing our topic in a broad way, and our motto, “All ownership is RLL ownership,” reflects this inclusive approach. The input from each member was important in shaping the inclusive and comprehensive framework we wanted to create.
One of our first actions was to create an online presence, making our mission statement, syllabus statements and morphology tables available to department members. By providing these resources early and inviting feedback throughout the process, the team demonstrated their commitment to change while providing faculty and students with tangible tools to implement inclusive practices.
- Bring Different People to the Table
No program aimed at promoting inclusion can succeed without the active participation of the communities it seeks to serve. In our case, diverse and non-binary faculty members have been instrumental in helping us understand the unique challenges they face in the language classroom. Through surveys and direct involvement on the committee, these members of the RLL community provided valuable information that shaped our approach.
It is important to listen and learn from personal experiences. Bad behavior for example, can be very painful for students, showing a lack of recognition or respect for their individuality. By ensuring that trans and non-binary students have a voice in the conversation, we can better meet their needs and create spaces where they feel seen and valued.
- Don’t Expect Textbooks to Do Your DEI Job
One of the most important challenges our department has encountered is that many Romance language books do not address non-binary identities. Although these textbooks provide important grammar instruction, they often include grammatical gender and gender identity, perpetuating a binary understanding of gender.
As our team investigates the evolving linguistic landscape, we have discovered that many cultures where Romance languages are spoken have incorporated non-binary pronouns and gender-neutral options into their languages. However, these new approaches are rarely seen in textbooks used in US classrooms. Therefore, educators should be involved in adding inclusive language textbooks. We have finally created a website for our department, adapting the current course content to include a non-binary language. Recognizing the additional work needed, we applied for educational funding from Michigan to support this important step to make our classrooms more inclusive for all students.
- Teach Gender-Diverse Language in a Multicultural Context
Creating an inclusive classroom goes beyond preparing textbooks. It is also about equipping students to use gender-differentiated language in real-life communication situations. Through the work of the committee, we have included non-binary pronouns and gender-differentiated language in reading, writing and speaking tests that reflect the diversity of situations students may encounter in real life. These exercises not only meet curriculum requirements but also provide space for students to engage in critical discussions about gender identity and inclusion.
Language is more than just a tool for communication; it reflects and shapes the worldviews of its speakers. By encouraging students to explore the cultural implications of gender grammar, we can foster greater empathy and understanding both inside and outside the classroom.
- Be Open About Your Support and Efforts
Public awareness is a powerful tool to promote change. At Michigan, we launched a public awareness campaign that prominently displays non-binary pronouns in the five Romance languages taught on campus. These images have sparked conversations among teachers, students and even parents, broadening the scope of our work and expanding its impact beyond the classroom.
Public awareness campaigns like this are effective not only in teaching but also in promoting the use of inclusive language. When students and teachers encounter non-binary language in the hallways and public spaces, it helps to reduce the discomfort that others feel about this dynamic aspect of language. The response we have received has been very positive, with many expressing gratitude for our department’s efforts to promote an inclusive environment.
Towards a More Inclusive Future
Learning a language should be an engaging, enriching experience for all participants. However, the binary gender framework underlying Romance languages presents unique challenges for trans and non-binary people. By forming an innovation committee, working with stakeholders, providing more information, preparing learning materials and launching public awareness campaigns, we have begun to break down these barriers and build classrooms everything students, regardless of how they identify or present in the private and/or public spheres.
The steps we have taken at the University of Michigan are just the beginning. Much work remains to be done, but these guiding principles can inform efforts to make similar changes in other language departments. Other institutions can participate in creating inclusive models of language and cultural teaching—models that fully reflect the diversity of our student bodies and the complexity of gender in today’s world.
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