Abstract
This proposal stems from the ongoing international discourse on non-binary identity and the urgency of including non-binary language in foreign language instruction. This presentation focuses on the efforts of four faculty members of the department of Latin American and Iberian Cultures of the University of Southern California (USC) to integrate non-binary language in Spanish language instruction. It addresses the findings of the surveys conducted among Spanish learners at USC that reflect students’ changing attitudes towards inclusive classroom instruction, and describes how the results of these surveys inform our teaching practice. We explore our initiative to develop an intermediate-level grammar textbook that includes non-binary Spanish, and will provide practical tips and examples to practice inclusive language in the classroom. Overall, this presentation addresses the success and the challenges resulting from our efforts to foster diverse pedagogical and curricular approaches to enhance student learning, encourage critical-thinking, and ultimately promote and celebrate diversity, equity and inclusion.
Presenters
Liana StepanyanProfessor (Teaching) of Spanish, Latin American and Iberian Cultures, University of Southern California, California, United States Goretti Prieto Botana
Associate Professor, University of Southern California Carolina Castillo Larrea
Associate Professor, University of Southern California María Mercedes Fages Agudo
Master Lecturer, Latin American and Iberian Cultures Department, University of Southern California, California, United States
Details
Presentation Type
Theme
Learner Diversity and Identities
KEYWORDS
Diversity, Non-binary, Gender-inclusive, Inclusivity, Inclusive Instruction, Identity, Identities, Learner Diversity
