Abstract
Abstract Introducing material that helps to develop intercultural competence in English class brings the opportunity to reflect upon topics such as identity and representation. One way to do it is by introducing gender-neutral pronouns to our practice. This topic becomes particularly relevant as students get the chance to develop their intercultural awareness. For some students, the concept of gender-neutral pronouns, and what they imply, might be difficult to grasp, because they may not be fully aware of what they are or how to use them. Learning about gender-neutral pronouns can lead students to question some previous assumptions and creates a safe space in the classroom to talk about such topics. In this paper, I explore why working with these pronouns can not only improve the students’ grammar skills, but also can help them boost their intercultural competence. Furthermore, it is relevant for EFL students, but even more for future translators.
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