ABSTRACT
Nonbinary language and practices may pose a challenge for instructors of Romance languages. These challenges may encompass linguistic complexities, for example, nonbinary forms are in development; grammatical gender requires agreement with a number of elements in a sentence; phonotactic constraints may affect the production of nonbinary forms. Language educators may also experience challenges beyond linguistic constraints, such as different forms of resistance and insecurity in approaching gender justice in their classes, in addition to a dearth of material and absence of specific training. Despite the practice in many universities of equal respect for and recognition of all gendered identities, there is still a lack of understanding on how to proactively implement gender-inclusiveness and trans knowledge in language classes. This chapter addresses some of these challenges and discusses strategies to face them. It also provides a number of lesson plans that reflect gender inclusiveness and trans-affirming pedagogies. The examples provided are in Portuguese; however, they may be adapted to any Romance language. The conclusion offers a brief reflection on the importance of the revision of heteronormative parameters in language teaching as an ongoing process and on the intersection between nonbinary language, practices, and our own personal growth as educators.
