Opening linguistic spaces in the gendered language classroom: The gender-just teacher toolkit

Riccardo Amorati; Elena Pirovano

doi:10.6092/issn.1970-2221/20375

Autori

Riccardo Amorati The University of Melbourne https://orcid.org/0000-0001-8776-4078

Riccardo Amorati is a Lecturer in Italian Studies at the School of Languages and Linguistics of The University of Melbourne (Australia). Following university studies at the University of Bologna (Italy), he completed his doctoral degree in Applied Linguistics at the University of Melbourne (Australia). His research interests are in three main areas: (1) psychological factors that influence L2 learning (motivation, anxiety, emotions, well-being); (2) novel approaches to second language teaching; (3) student recruitment and retention in language studies at different education levels.
Elena Pirovano The University of Melbourne https://orcid.org/0009-0003-6477-6959

Elena Pirovano is a language educator, currently holding a position as a Lecturer in Languages and Literacies Education at the University of Melbourne, Faculty of Education. She is an experienced teacher who worked in different countries (Italy, USA, Australia). She completed her doctoral studies in 2024, focusing on the affordances of plurilingual pedagogies and pedagogical translanguaging for learning additional languages. In her research and teaching practice, she also advocates for more inclusive and gender-just linguistic practices.

DOI:

https://doi.org/10.6092/issn.1970-2221/20375

Parole chiave:

inclusione, pedagogia di genere, educazione linguistica, giustizia di genere, insegnamento di lingue con genere

Abstract

L’introduzione di pratiche linguistiche inclusive di genere nell’educazione linguistica favorisce la creazione di un ambiente di apprendimento rispettoso e attento alla diversità delle classi di lingua. In questo contributo forniamo una panoramica della terminologia esistente e dei principali studi sulla tematizzazione del linguaggio ampio di genere nella classe di lingua. Proponiamo quindi un quadro pedagogico sotto forma di un toolkit con principi concettuali e strategie linguistiche ed esaminiamo le sue applicazioni pratiche. Il nostro obiettivo è di orientare le scelte pedagogiche e linguistiche di insegnanti di lingue con genere nel complesso compito di dare visibilità linguistica alla diversità di genere.

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Aprire spazi linguistici nell’aula di lingue di genere: Il kit di strumenti per insegnanti gender-just

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