Developing Multilingual Gender-Inclusive Language Guidelines for Teaching and Assessment

Abstract

In an increasingly multilingual and socially conscious society, gender- inclusive language (GIL) represents an active field of research, and its implications for teaching and learning have become a significant focus for educational institutions in the UK and beyond. This update paper investigates the efforts of a cross-language working group tasked with creating institutional guidelines for the School of Modern Languages and Cultures at Durham University. The group was formed to reflect on the question of GIL and notably, how female and non-binary students can express themselves in the languages taught in the School. This paper discusses the practical guidelines we are currently developing, by synthesising these diverse perspectives. Our work underscores the importance of an intercultural approach in addressing the nuanced and dynamic challenges posed by the integration of GIL in educational settings. This paper starts by reflecting on the importance of GIL for (language) educators. It then outlines our pedagogical approach to developing guidelines, including language-specific practical examples. The update paper concludes by summarising the outcomes of the project so far and its relevance to our pedagogical practices.