University of Wisconsin-Madison Language Institute
Gender Diversity and L2 Pedagogy: Adapting Classroom Practice for Inclusivity and Intercultural Competence Development
Friday, March 1
In this highly-interactive and well-attended workshop, Dr. Kris Knisely (University of Arizona) discussed gender diversity as it relates to inclusive language teaching practices. After a broad introduction to working with students of diverse gender identities in the language classroom, Dr. Knisely presented examples from the linguistic practices of non-binary individuals in France in order to outline how all language classroom discourses and activities can be adapted to be more inclusive. He focused particularly on how, as pedagogues, we are to address binary grammatical gender with students who have non-binary gender identities. A number of strategies for increasing inclusiveness and supporting diversity in all second language classrooms were presented and discussed, along with the theorized value for all students of teaching non-binary linguistic forms for fostering tolerance of ambiguity, and the development of linguistic and intercultural competencies. Participants engaged in hands-on practice with inclusive materials selection and adaptation as well as with inclusive course and curricular design.
Bio: Kris Knisely earned his PhD in French and Educational Studies at Emory University in 2015, which was followed by three years as Assistant Professor and French and Francophone Studies Program Director at the University of South Dakota. He is now Assistant Professor of French and Intercultural Competence at the University of Arizona. His research focuses on identity as it relates to the teaching and learning of French as a second language, with a particular focus on gender and sexuality. His work has appeared in The French Review, Contemporary French Civilization, Gender and Language, The Journal of Applied Measurement, Pensamiento Educativo, and The Journal of the Midwest Modern Language Association.