Creating a Gender-inclusive Learning Environment in Spanish Language Classrooms - Article 16

Oct 15, 2026

Non-binary speakers often struggle to describe themselves within Spanish’s binary gender system, and learners may be accustomed to referencing themselves in English without addressing gender. This study examines how to create a more inclusive experience in Spanish language classrooms through an online needs analysis survey and 20-minute interviews with Spanish students and instructors in Western Canada. Findings show participants need education and training and access to teaching and learning resources to normalize gender-inclusive language, supporting inclusion for all students.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Abstract

Research question and methods

Needs analysis findings

Implications for teaching and learning

The Canadian Journal for the Scholarship of Teaching and Learning | Volume 15 | Issue 2 | Article 16 | | --- | --- | | Summer 08-31-2024
Creating a Gender-inclusive Learning
Environment in Spanish Language Classrooms
Diana Carter
University of British Columbia, diana.carter@ubc.ca Angela George
University of Calgary, [angela.george@ucalgary.ca](angela.george@ucalgary.ca)[ ](angela.george@ucalgary.ca)Francis Langevin
University of British Columbia, [francis.langevin@ubc.ca](francis.langevin@ubc.ca)
Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)
[https://doi.org/10.5206/cjsotlrcacea.2024.2.15170](https://doi.org/10.5206/cjsotlrcacea.2024.2.15170) | | Recommended Citation Carter, D., George, A., & Langevin, F. (2024). Creating a gender-inclusive learning environment in Spanish language classrooms. The Canadian Journal for the Scholarship of Teaching and Learning, 15(2). [https://doi.org/10.5206/cjsotlrcacea.2024.2.15170](https://doi.org/10.5206/cjsotlrcacea.2024.2.15170) Creating a Gender-inclusive Learning Environment in Spanish Language Classrooms Abstract Non-binary speakers often struggle to describe themselves within the binary gender system of Spanish. This is even more of a challenge for learners of Spanish who are used to describing themselves in English without having to identify their gender. Our study investigates how we can create a more inclusive learning experience in our Spanish language classrooms. To answer our research question, we conducted a needs analysis through the distribution of an online survey and a series of 20-minute interviews with students and instructors of Spanish in Western Canada. Through these methods, we determined what participants already know about gender-neutral and inclusive language, and what they want or need to know to be able to use and teach inclusive language. Participants were also given the opportunity to share their suggestions and ideas as to how to create a more inclusive learning environment. The key findings indicated that both instructors and students need education and training, and access to teaching and learning resources to normalize the use of gender-inclusive language in the Spanish classroom, which in return will help foster a learning space that is inclusive of all students. Les personnes non-binaires ont souvent du mal à se décrire elles-mêmes dans le système binaire de la grammaire de l'espagnol. Cette difficulté est encore plus grande pour les personnes qui apprennentl’espagnol et qui ont l'habitude de référer à elles-mêmes en anglais sans avoir à préciser leur genre. Notre étude porte sur la manière dont nous pouvons offrir une expérience d'apprentissage plus inclusive dans nos classes d'espagnol. Pour ce faire, nous avons procédé à une analyse des besoins endistribuant un sondage en ligne et en menant une série d'entretiens de 20 minutes avec des personnes qui, respectivement, apprennent et enseignent l'espagnol dans l'ouest du Canada. Ces investigations nous ont permis d’identifier ce que les individus savent déjà à propos du langage inclusif, non-binaire, et ce qu'ils voudraient ou devraient savoir pour être en mesure de l’utiliser et de l’enseigner. Les personnes ayant participé à l’enquête ont également eu l'occasion de partager leurs suggestions et leurs opinions sur la manière de créer un environnement d'apprentissage plus inclusif. Les principales conclusions indiquent que tant les personnes qui enseignent que les personnes qui apprennentl’espagnol auraient besoin de sensibilisation et de formation, ainsi que d'un meilleur accès aux ressources d'enseignement et d'apprentissage afin de normaliser l'utilisation d'un langage inclusif du genre dans la classe d'espagnol, ce qui, en retour, contribuera à l'inclusion de toutes les personnes étudiantes dans l'espace d'apprentissage. Keywords non-binary, gender-inclusive language, Spanish, language education, needs analys

FAQs

What challenge does the study focus on for non-binary learners in Spanish classes?

Non-binary speakers often have difficulty describing themselves within Spanish’s binary gender system, especially for learners who already self-reference in English without having to identify their gender.

How did the researchers gather data for the study?

They conducted a needs analysis using an online survey and a series of 20-minute interviews with Spanish students and instructors in Western Canada.

What key findings emerged about inclusive language in Spanish classrooms?

Both instructors and students need education and training, along with access to teaching and learning resources, to normalize gender-inclusive language and foster an inclusive learning space for all students.

Oct 15, 2026

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