A Starter Kit for Rethinking Trans Representation and Inclusion in French L2 Classrooms

Abstract

As a field, we have come to understand the ways in which identities and subjectivities are part and parcel of the process of L2 teaching and learning (Darvin and Norton). Such identity-focused pedagogies have further come to grow in importance alongside professional discourses that call for increased attention to both diversity and inclusion (ACTFL) and to intercultural and symbolic competence development (ACTFL; Alptekin; Kramsch; TESOL). Within this broad framework, a growing body of literature has begun to directly attend to sexual and gender diversity in L2 curricula, textbooks, research, and pedagogy (Nelson; Paiz; Saunston). However, trans, non-binary, and gender-non-conforming (TGNC) bodies, lives, and concerns remain marginalized in the field of L2 teaching and learning (Author; Author and Paiz; Nguyen and Yang; Paiz) and are even more scantly treated in French SLA specifically (Author; Kosnick; Provitola). Owing largely to a lack of training and queer-inclusive materials, most instructors, students, and institutions alike are ill equipped (Author; Author and Paiz; Provitola) to treat TGNC topics and to meet the unique needs of TGNC language learners (Author; Author and Paiz; LeMaster and Johnson). As such, this chapter first summarizes the existing frameworks for queering the L2 classroom (Author and Paiz; Paiz; Spade), in its broadest sense, and then presents the limited but growing body of literature that is specific to French language learning (Author; Kosnick; Provitola). To begin to redress the perennial problem with access to TGNC-inclusive materials, this chapter then details suggestions for finding French-specific TGNC resources and realia, weaving examples of these specific resources into the framework of queer inquiry-based pedagogies (Author and Paiz; Paiz). In this way, teachers of French gain insight into some of the concrete ways in which assignments, activities, pedagogical strategies, and the broader curriculum can be adapted to provide equitable opportunities for success for TGNC L2 learners. To the same degree, this chapter equips educators with the ability to provide all learners with an increased awareness of TGNC lives and concerns and an ability to respectfully engage with TGNC individuals and communities.