1st Edition
Inclusiveness Beyond the (Non)binary in Romance Languages Research and Classroom Implementation
Introduction
Cristiane Soares and Gláucia V. Silva
Part I: Research
1 Using inclusive language at school: reported and perceived use among teachers in Buenos Aires
Juan Eduardo Bonnin and Gabriela Mariel Zunino
2 For the children: Brazilian Portuguese and the rainbow scare
Gabriel Chagas, Cristiane Soares, and Gláucia V. Silva
3 Gender inclusiveness in a binary language: the rise of the schwa in Italian and the discussion surrounding it
Vera Gheno
4 Towards feminization and neutralization in the foreign language classroom: evaluation of linguistic possibilities
Hugues Peters
5 Is Italy ready for gender-inclusive language?: an attitude and usage study among Italian speakers
Giuseppina Scotto di Carlo
Part II: Classroom implementation
6 The ergonomic classroom: best practices for fostering inclusive learning environments
Claire-Marie Brisson
7 Inclusive Italian in the college classroom: a promising journey
Carmen Merolla
8 Integrating nonbinary language and trans knowledge practices in Romance language classes
Denise Maria Osborne
9 Diversity, inclusion, equity, and social justice in the Spanish language classroom: what does it mean and what does it look like?
María Luisa Parra and Viviane Faria
10 Teaching nonbinary Portuguese: strategies and inclusiveness in the classroom
Yasmin Zandomenico and Joyce Fernandes
Biography
Gláucia V. Silva is Professor of Portuguese at the University of Massachusetts Dartmouth, USA.
Cristiane Soares is Senior Preceptor in Portuguese at Harvard University, USA.
