[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593975-105":59,"doc-detail-593975-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","gender-inclusivity-and-gender-neutrality-in-foreign-language-teaching-the-case-of-french","Gender-inclusivity and gender-neutrality in foreign language teaching - The case of French","","A secondary research discussion paper examines the issue of non-conforming gender-inclusivity and gender-neutrality in teaching gender-based foreign languages, focusing on French in Australian university contexts. It addresses how diverse student populations and LGBTQIA+ identities require respectful, non-sexist, gender-neutral, or gender-inclusive language choices. The article outlines specific classroom challenges and reviews strategies for inclusive writing and proposed neo-morphemes, while showing how teachers can build LGBTQIA+ awareness among students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gender-inclusivity-and-gender-neutrality-in-foreign-language-teaching-the-case-of-french/593975/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/gender-inclusivity-and-gender-neutrality-in-foreign-language-teaching-the-case-of-french/593975.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address in foreign language teaching?","Question",{"text":112,"@type":113},"It examines non-conforming gender-inclusivity or neutrality when teaching gender-based foreign languages, especially in relation to French.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the paper frame the issue within Australian universities?",{"text":117,"@type":113},"It links the discussion to increasingly diverse student populations and the affirmation of LGBTQIA+ communities, alongside the goal of equal respect for gendered identities.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper propose for handling gender-inclusive or gender-neutral expression in class?",{"text":121,"@type":113},"It reviews strategies for introducing gender-inclusive and gender-neutral modes of expression, including inclusive writing and proposed neo-morphemes, and suggests ways teachers can raise student awareness.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593975,1792210336,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","| |  |\n| --- | --- |\n| Australian Journal ofApplied Linguistics, 3(3), 183–195 (2020) [https://doi.org/10.29140/ajal.v3n3.332](https://doi.org/10.29140/ajal.v3n3.332) |  |\n| Gender-inclusivity and gender-neutrality in foreign language teaching:\u003Cbr>The case of French | |\n| HUGUES PETERS a\u003Cbr>a UNSW Sydney, Australia [h.peters@unsw.edu.au](h.peters@unsw.edu.au) |  |\n| Abstract\u003Cbr>This is a secondary research discussion paper on the issue of non-conforming gender-inclusivity or neutrality in foreign language teaching of gender-based languages. Australian universities welcome increasingly diverse populations of students. One source of diversity among the student population is characterised by the notion of gendered identities, and especially the affirmation of the rights of LGBTQIA+ communities. Universities aim to show equal respect to all gendered identities. It entails using the language that is most respectful to refer to people in a non-sexist, gender-neutral, or genderinclusive manner, and to allow students to use the language they are most comfortable with. The demands for gender-inclusive and/or gender-neutral language brings some new challenges with respect to the teaching of gender-based foreign languages. In this article, I delineate these challenges with regards to the teaching of French as a foreign language. There is a growing body of literature on ESL Queer teaching, but a paucity of information about this issue in the foreign language teaching of gender-based languages. Even the best-intentioned teacher can therefore feel insecure because of the lack of information. I specifically review strategies on how to deal with the introduction of genderinclusive and gender-neutral modes of expression in foreign language teaching, dealing with so-called inclusive writing and the neo-morphemes that have been proposed, and examine how language teachers can raise awareness among their student population about LGBTQIA+ issues.\u003Cbr>Keywords: language-inclusivity, gender-neutrality, French as a second language, non-binarity, LGBTQIA+ |  |\n\nIntroduction  \nThis paper discusses the issue of non-conforming gender-inclusivity or neutrality in foreign language teaching of gender-based languages. Australian universities welcome and acknowledge increasingly diverse populations of students, and one source of diversity among the student population is characterised by the notion of gendered identities, not the least of which is the affirmation of the rights  \nof LGBTQIA+ communities. i It is common practice for universities to endeavour to show equal respect to all gendered identities, and this entails using the language that is most respectful to refer to people in a non-sexist, gender-neutral or gender-inclusive manner and to allow students to use the language they are most comfortable with. The demands for gender-inclusivity and/or gender-neutrality brings some new challenges with respect to the teaching of gender-based foreign languages.ii In this article, I delineate more precisely these challenges with regards to the teaching of French as a foreign language. iii  \nThere is a growing body of literature available about this topic within the field of English as a second language (ESL), concerned initially with the teaching of singular they and the use of non-sexist denominations (Pauwels & Winter, 2006), but now fully integrating the issue of Queer language teaching (Moore, 2016; Nelson, 2009; Paiz, 2018) .iv To my knowledge, there is a dearth of publicationson the topic in relation to the second language teaching of gender-based European languages (but see Djavadghazaryans, 2020; Provitola, 2019) . Teachers must be mindful of the values and identities of their students. Yet, because of this lack of data or simply the lack of information on the issue, the most well-intentioned educator may feel somewhat insecure about how to address new demands within their classroom. In this article, I adopt the point of view of the language teacher, with","cbCaiawuL3UHyihW","https://ap.wps.com/l/cbCaiawuL3UHyihW","pdf",334240,13,"English","# Introduction\n## What is Grammatical Gender?\n## Challenges and strategies for inclusive French teaching\n## Impact on language programmes","[{\"question\":\"What problem does the paper address in foreign language teaching?\",\"answer\":\"It examines non-conforming gender-inclusivity or neutrality when teaching gender-based foreign languages, especially in relation to French.\"},{\"question\":\"Why does the paper frame the issue within Australian universities?\",\"answer\":\"It links the discussion to increasingly diverse student populations and the affirmation of LGBTQIA+ communities, alongside the goal of equal respect for gendered identities.\"},{\"question\":\"What does the paper propose for handling gender-inclusive or gender-neutral expression in class?\",\"answer\":\"It reviews strategies for introducing gender-inclusive and gender-neutral modes of expression, including inclusive writing and proposed neo-morphemes, and suggests ways teachers can raise student awareness.\"}]","Gender-inclusivity and gender-neutrality in foreign language teaching - The case of French | PDF",1792078295,33]