Le français non‐binaire: Linguistic forms used by non‐binary speakers of French

• Published in: Foreign language annals Vol. 53; no. 4; pp. 850 - 876
• Main Author: Knisely, Kris Aric
• Format: Journal Article
• Language: English
• Published: Alexandria Wiley 01.12.2020; American Council on the Teaching of Foreign Languages
• Subjects: Adults; Communicative Competence (Languages); Cross Cultural Studies; Cultural Differences; Females; Feminism; Form Classes (Languages); French; French language; Gender identity; Gender Issues; Grammar; Grammatical gender; Ideology; Inclusion; Inclusive education; Intelligibility; Language Attitudes; Language Usage; LGBTQ; LGBTQ People; linguistic innovation; Literature Reviews; Males; Masculinity; Native Language; Non-binary gender; non‐binary; Nouns; Political Issues; Salience; Second Language Instruction; Second Language Learning; Sociocultural factors; Sociolinguistics; Students; Teaching; Teaching Methods; France; United States > US
• ISSN: 0015-718X; 1944-9720
• DOI: 10.1111/flan.12500

In response to shifting sociocultural constructions of gender and the emerging visibility of non‐binary subject positions, grammatically binary linguistic systems, such as French, are being challenged, subverted, and adapted. This paper describes and analyzes formal, structural, and ideological aspects of how contemporary French speakers are confronting and innovating beyond the gender binary, highlighting the lack of scholarly attention and increase in public salience afforded to these issues. Survey data from 174 adult speakers of French are used to outline the forms used by non‐binary Francophones, the degree of form variance, and the self‐reported comprehensibility ratings of these forms. The findings establish consistent trends in the non‐binary language forms used and their comprehensibility, while highlighting the importance of variance for individual agency in non‐binary Francophone communities. These findings are foundational to a consideration of the of teaching non‐binary forms in foreign language classrooms and curricula for inclusivity and competence development. The Challenge L2 educators strive to create inclusive classrooms for students of all genders. However, a lack of resources on gender non‐binary language forms limits the ability to fully realize inclusion. How can all L2 identities be made sayable? How can teaching to and about non‐binary speakers support inclusivity and competence development?