Abstract:<\/p>\n\n\n\n
This contribution examines how learners of Catalan as an additional language negotiate non\u2011binary (NB) linguistic self\u2011reference, drawing on qualitative interviews with four multilingual non\u2011binary speakers who have studied Catalan in higher education. All participants speak at least four languages, including Catalan and English, and their accounts reveal how gendered self\u2011reference is strategically and contextually managed across their repertoires. The analysis sheds light on how gendered morphosyntax, linguistic ideologies, and interactional risks shape NB students\u2019 practices regarding NB language.<\/p>\n\n\n\n
Participants identify three primary factors that guide their choice to use NB forms in any given language: knowledge of whether NB resources exist in that language; a sense of whether the emotional and conversational labor of disclosing a NB identity is worthwhile; and an expectation that NB language usage will not be rejected by interlocutors. NB linguistic self\u2011reference is reserved for meaningful interactions where relational stability reduces perceived vulnerability and a long-term interaction compensates for the labor of disclosing a non-normative identity. When outside familiar contexts, participants typically default to binary gendering for pragmatic and protective reasons.<\/p>\n\n\n\n
Within academic settings, the instructor\u2019s stance emerges as crucial. Regardless of the instructor\u2019s perceived identity, explicit LGBTQI+ support and clear discussion of NB linguistic resources significantly increase students\u2019 likelihood of using these forms. When instructors do not mention NB language options, students assume NB forms are absent or illegitimate in the language. Conversely, sustained use of NB forms in the classroom, regardless of their broader social prevalence, legitimizes them and signals that they can be safely adopted at least in LGBTQI+\u2011friendly spaces. Participants strongly prefer NB forms when they are introduced early and used consistently; late or isolated mentions make NB linguistic resources be perceived as forced and difficult to integrate.<\/p>\n\n\n\n
Overall, NB learners adopt highly pragmatic strategies, often prioritising interactional ease over ideological alignment. Yet when NB identities are recognised, particularly through proactive \u201cprogendering\u201d, students report increased belonging, wellbeing, and linguistic confidence. The findings highlight the powerful role of instructors in shaping linguistic ideologies and call for pedagogical approaches that equip learners with critical tools to challenge limiting beliefs about gendered language.<\/p>\n","protected":false},"excerpt":{"rendered":"
Part of: Seeking non-binary gender justice in Romance language education: Authority, legitimacy, and (dis)belonging Abstract: This contribution…<\/p>\n","protected":false},"author":3,"featured_media":0,"template":"","meta":{"pagelayer_contact_templates":[],"_pagelayer_content":"","footnotes":""},"confab_track":[26],"session_locations":[25],"class_list":["post-841","confab_session","type-confab_session","status-publish","hentry","confab_track-0-meadows","confab_location-g07-meadows-lt"],"_links":{"self":[{"href":"https:\/\/lavlang32.ppls.ed.ac.uk\/index.php?rest_route=\/wp\/v2\/sessions\/841","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/lavlang32.ppls.ed.ac.uk\/index.php?rest_route=\/wp\/v2\/sessions"}],"about":[{"href":"https:\/\/lavlang32.ppls.ed.ac.uk\/index.php?rest_route=\/wp\/v2\/types\/confab_session"}],"author":[{"embeddable":true,"href":"https:\/\/lavlang32.ppls.ed.ac.uk\/index.php?rest_route=\/wp\/v2\/users\/3"}],"version-history":[{"count":1,"href":"https:\/\/lavlang32.ppls.ed.ac.uk\/index.php?rest_route=\/wp\/v2\/sessions\/841\/revisions"}],"predecessor-version":[{"id":844,"href":"https:\/\/lavlang32.ppls.ed.ac.uk\/index.php?rest_route=\/wp\/v2\/sessions\/841\/revisions\/844"}],"wp:attachment":[{"href":"https:\/\/lavlang32.ppls.ed.ac.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=841"}],"wp:term":[{"taxonomy":"confab_track","embeddable":true,"href":"https:\/\/lavlang32.ppls.ed.ac.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fconfab_track&post=841"},{"taxonomy":"confab_location","embeddable":true,"href":"https:\/\/lavlang32.ppls.ed.ac.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fsession_locations&post=841"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}