Deconstructing Cisnormativity in the EFL Classroom

Abstract

[eng] The debate upon inclusive language has been gaining visibility as part of a gradually gender-inclusive, gender-aware society. Although gender-inclusive language is clearly consistent with the normalization, recognition, and inclusion of diverse gender identities both in society and in language, gender-inclusive language teaching and learning still have a long way to go. In spite of the many appeals and references that educational institutions and legislations make to teaching values of equality, inclusion, and diversity, inclusive language acquisition seems to remain on the sidelines. This dissertation aims at introducing the dismantling of cisnormativity, or the assumption that only the female or male gender identities meeting their assigned woman or man sex identities are natural and normal. It does so through the suggestion of a didactic proposal with a focus on the importance of dismantling the cisnorm within educational contexts, and of offering students a safe space within their own learning processes in regard to gender identity. The proposal consists of various activities that target the use of personal pronouns, the introduction to genderqueer role models, and the development and practice of respefctul, inclusive, gender-conscious attitudes, thought processes and behavioral patterns.