ABSTRACT
This research paper describes a pedagogical intervention for teaching nonbinary Portuguese as a foreign language (PFL) in two universities in the United States, as well as data collected before and after the intervention among experimental groups, who participated in the intervention, and control groups, who did not. The research builds upon previous work and existing literature by exploring inclusive teaching strategies that foster a diverse and respectful classroom environment, embracing gender-dissident students. The study emphasizes the significance of employing nonbinary language forms and inclusive pedagogies to counter gender biases and create welcoming learning spaces. Queer pedagogies have the potential to uncover language’s role in shaping gender norms, highlighting its potential to either accept or marginalize identities.
