Gender‐just language teaching and linguistic competence development
Bibliographic Data
| ID | 8939149 |
|---|---|
| Authors | Kris Aric Knisely (0000-0001-8794-7202, The University of Arizona Tucson Arizona USA, corresponding author) |
| Year | 2022 |
| Volume | 55 |
| Issue | 3 |
| Pages | 644-667 |
| Publication date | 2022-07-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12641 |
| OpenAlex | W4285390747 |
| Language | EN |
| Citations received | 13 |
| References cited | 31 |
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
Competence (human resources · Expansive · Linguistic competence · Linguistics · Mathematics education · Pedagogy · Utterance · EFL/ESL Teaching and Learning · Gender Studies in Language · Psychology · Second Language Learning and Teaching · Social Psychology
Mock Pronouns
Culture
Gender‐justice beyond inclusion
Toward trans multilingualisms
Queer breaches and normative devices
When iel broke the Internet
Exploring the university teachers’ perceptions, practices and challenges about gender-inclusive pedagogy in public sector higher education in Pakistan
Queer, Trans, and/or Nonbinary French as a Second Language (FSL) Teachers’ Embodiment of Inclusivity in Their Teaching Practice
Globalectics, critical discourse studies (CDS) and Southern feminisms
The Performance of Queer Identities by Two Spanish L2 Learners During Study Abroad
Towards Sustainable Practices of Diversity and Inclusion of Sogiesc in Japanese Language Education & Japanese Studies
Poetry, ideology and heteroglossic realities in language textbooks
The presence and absence of race in world language education literature
A Cognitive Approach to Language Learning (Oxford Applied Linguistics)
The Psychology of the Language Learner
Investigating minimum text lengths for lexical diversity indices
Modelling Second Language Performance
Task complexity, task difficulty, and task production
Gender diversity and morphosyntax
Queering the French Académie
“What do they say in Quebec?”
Troubling normal in world language education
Trans(de)letion
Language learning and the gendered self
The everyday poetics of gender-inclusive French
Language, sexuality and inclusive pedagogy
Combining corpora and experimental data to investigate language learning during residence abroad
Queer Inquiry
Inclusion and Exclusion
Le français non‐binaire
Exploring the role of culture in the formation of French language ideologies among US post-secondary students
| Unique citing works | 13 |
|---|---|
| Citations per year | 4,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |