We define gender as a “complex system of social relations and discursive practices differently constructed in local contexts” (Norton & Pavlenko, 2004, p. 3). L2 learners, in acquiring a new language, discover ways in which they can express or perform their gender via discursive performance in the target language and culture (Butler, 2002; Gao, 2020). With this premise of gender as socially performative, this case study explored how two Spanish L2 learners, Alex, who defined himself as a white homosexual man (pronouns he/él in Spanish), and Jordan, who defined themselves as Black American, non-binary, and Queer (pronouns they/elle – nonbinary, third person singular in Spanish), performed their gender in talk with Spanish-native speakers during a five-week SA program in Spain. The current study, being a field-work based study that looked at gender in language, combined a range of methods of data collection that included interaction data, narratives, and interviews in order to capture how participants’ gender performance occurred, how it was received by interlocutors, and how learners themselves reflected on their own gender performance based on the construction of their identities in SA. The qualitative analysis of the data was modeled after Pavlenko (2001). Two findings on learners’ gender identity performance in interaction, and their pedagogical implications, include: first, Alex and Jordan presented a social justice positioning, where they presented perspectives that valued diversity and inclusion. These findings have implications for language instruction for LGBTQ+ L2 learners as they demonstrate the topics and vocabulary that learners need to learn in order to be themselves when they engage in talk and introduce topics that are relevant to them, e.g., sharing opinions on laws that impact LGBTQ+ individuals. Indeed, just as it has been argued that heritage language instruction be framed within a social justice lens (Ortega, 2020), the same can be said of language instruction designed to meet the needs of LGBTQ+ learners. Second, gender performance was observed in Jordan’s use on nonbinary language replacing -a/-o endings with neutral -e, e.g., in the adjective “bonite” (‘pretty’). As Jordan reflected, using nonbinary language was important to express their identity but it was also difficult and very tiring. First, Jordan had to explain to people their linguistic choices. Second, Jordan found that they were not as fluent in using nonbinary language in Spanish, which demotivated them. One way in which L2 learners’ control of nonbinary forms can be ameliorated is by introducing gender inclusive instruction in the L2 classroom. LGBTQ+ learners and non-LGBTQ+ learners, who wish to incorporate these forms in their linguistic repertoire to express closeness or support to LGBTQ+ individuals (Carrascosa, 2021), can equally benefit from gender inclusive instruction in the L2 classroom and in courses preparatory for SA.

Author: Cecilia Tocaimaza Hatch

Published in: Canada International Conference on Education, 2024

• Date of Conference: 23-25 July, 2024
• DOI: 10.20533/CICE.2024.0014
• Electronic ISBN: 978-1-913572-65-5
• Conference Location: Toronto Metropolitan University, Toronto, Canada