Une liste des ressources pour le français inclusif

Your language-teaching mission, should you choose to accept it, is to explore a variety of resources that discuss the use of Inclusive French.

Image source: https://givingbalkans.org/content/inclusive-language-principles

Below is an ever-growing list of resources that I have been collecting on the use of inclusive French. I will continue to add to this list, in alphabetical order of creator(s), as I come across more helpful or interesting articles and resources. Please feel free to share a link in the comments, which I will add to the list!

I think it is important to point out, as Kris Knisely, Julia Spiegelman, and Blase A. Provitola did in a recent presentation for the Diversity, Decolonization, and the French Curriculum virtual conference, as of 2022, there is no “right way” to use inclusive French. As with everything, context is everything, and it is our job as educators to present a variety of perspectives to our students rather than prescribing how they can be inclusive!

 

Alpheratz:  https://www.alpheratz.fr/linguistique/genre-neutre/

« Lexique de Genre Neutre », qui est un extrait du livre d’Alpheratz “Grammaire du Français Inclusif” (2018).

Florence Ashley: https://www.florenceashley.com/uploads/1/2/4/4/124439164/ashley_les_personnes_non-binaires_en_fran%C3%A7ais_-_une_perspective_concern%C3%A9e_et_militante.pdf

Un article académique : “Les personnes non-binaires en français : une perspective concernée et militante” par Florence Ashley de McGill University

Diver Genres: https://divergenres.org/wp-content/uploads/2021/04/guide-grammaireinclusive-final.pdf

Un guide pour comprendre et utiliser la grammaire neutre et inclusive par Diver Genres.

Annabelle Dolidon: https://pdxscholar.library.pdx.edu/pdxopen/40/

An open educational resource conversation tool, CITOYEN.NE.S is a French language method for the conversation class at the intermediate/ advanced level. Content and activities are built around the concepts of diversity, inclusivity and equity.

Égale: https://egale.ca/wp-content/uploads/2020/06/French-Inclusive-Language-4.0.pdf

Une glossaire pour l’usage du français inclusif, avec les liens pour les autres ressources et plus d’information.

En Inclusif: https://eninclusif.fr/

Un réécriture automatique des mots de façon inclusive avec le point médian, le point et le tiret à la fois au singulier et au pluriel et avec des options binaire et non-binaire.

En Tous Genres: https://entousgenresblog.wordpress.com/2017/04/19/quels-pronoms-neutres-en-francais-et-comment-les-utiliser/

Un post sur “Le langage neutre en français : pronoms et accords à l’écrit et à l’oral”

Hélène Frohard-Dourlent et Gabriel.le Villeneuve: https://www.youtube.com/watch?v=Bc78UH808zg

Webinar sur le français inclusif. I made a summary of their point, which you can see here.

https://www.krisknisely.com/resources-for-educators

Kris Knisely: https://www.krisknisely.com/resources-for-educators

Beaucoup de resources formidable, y compris les info-graphiques comme “Oral Communication Strategies used by non-binary speakers of French” et “Language forms used by non-binary speakers of French”.

Dr. Kiki Kosnick and Professor Vickie R. Phipps: https://properpronouns.com/

Un guide pour l’utilisation des “proper pronouns” (une mention d’une personne en particulier dans la troisième personne). En anglais.

Le Devoir: https://www.ledevoir.com/lire/649374/litterature-un-iel-vieux-comme-les-cultures-autochtones

Un article (2021), “Un «iel» vieux comme les cultures autochtones”

Lesson: Impossible (Aviva Levin & Spencer Cook): https://www.lessonimpossible.com/blog/inclusive-pronouns-en-franais-sam-utilise-iel

Une petite histoire illustrée pour les élèves pour expliquer comment on peut utiliser le français inclusif avec un.e. ami.e non-binaire (« Sam Utilise Iel »)

Office québécois de la langue française: https://bdl.oqlf.gouv.qc.ca/bdl/gabarit_bdl.asp?id=5465

Une liste de termes épicènes ou neutres. Plutôt que de choisir entre deux mots (ex. un représentant et une représentante) on peut essayer de trouver un autre mot (ex. une porte-parole) 

https://juliaspiegelman.wordpress.com/resources/

Julia Spiegelman: https://juliaspiegelman.wordpress.com/resources/

Un google doc (A Student’s Guide to Queer and Non-Binary French) et un zine crée par un.e élève non-binare (“IEL: A Zine on Gender-Affirming Language for the French Classroom (by a trans* French student”)). Tous en anglais.

Trans Care BC: http://www.phsa.ca/transcarebc/gender-basics-education/education-resources/support-tools

French-language handouts, such as Langage inclusif du genre, Faire des erreurs et les corriger and Soutenir les jeunes trans et créatif·ve·s dans le genre.

L’Université Laval: https://divergenres.org/wp-content/uploads/2021/03/guide-redaction-inclusive-2020-femul-2.pdf

Un guide qui discute les définitions, l’historique, la démystification, les règles, les formes d’écriture inclusives et des exemples. 

Disability History Month Activities in the Language Classroom

Your language-teaching mission, should you choose to accept it, is to celebrate Disability History Month in your language classroom.

As I’ve mentioned before, each month of the school year I create a curriculum packet for the Edmonds School District for staff and/or parents to use. The goal is to focus on a different national month of celebrating diversity, with activities for a variety of core academic subject areas and some fun stuff (crafts, art, cooking). However, for my blog, I like to pull out some activities that would work well in a language classroom to share with you, as well as some additional ideas for the month!

October in both the USA and Canada is considered "National Disability Employment Awareness Month", whereas some American states, like Washington, Idaho, Texas and Missouri, celebrate a broader “Disability History Month”.  However, while October is a nice time to highlight people with disabilities (and point out the ablism that is a lot of our curriculum), this is, of course, something we can do all year long!

The following are some suggestions of how to celebrate Disability History Month in the language classroom:

Discussing Deaf culture and language:

  • An aspect of ablism that I need to confront in my own teaching is referring to “language” as something that is spoken. However, there is a rich language history of sign languages that have developed around the world, such as Chinese Sign Language, French Sign Language (which is used in France and not to be confused with LSQ or Quebec Sign Language), Irish Sign Language, etc. In terms of additional language learning, as of 2016, ASL (American Sign Language) was the third most popular language to study in American colleges! Talking about the history of these languages, and their struggle for legitimacy and acceptance, is a great lesson in both the diversity of language and the importance of accessibility. While you can definitely do a deep dive into sign language and the Deaf culture of individual language groups with older/more advanced students, with younger/less advanced students there are some simple activities you can do to introduce them to the idea of sign. For example, students only need to have a grasp of numbers 1-10 in the target language for you to do a quick adding and subtracting exercise with them (PDF RESOURCE: Adding and subtracting with ASL)

Current Events through the lens of disability:

  • This is a two-parter: part one could just be a one class activity that involves some reading, writing and speaking, whereas the inclusion of part two could extend this considerably! Even if you only have time for a one class activity (or a half-class activity like reading the article and having students use the discussion questions), it’s great to be considering the perspectives of people with disabilities in your classroom.

    • Part One: Examine a newspaper article that talks about disability. For example, I found this short English article about how “Barbie To Add More Dolls With Disabilities”* by Shaun Heasley. I paired it with two activities: first, students examine how a newspaper article is constructed (using this template from the Natural Inquirer) and then they either respond in a journal or in a class discussion to some discussion questions. (PDF RESOURCE: Barbie To Add More Dolls With Disabilities News Article Activity)

    • Part Two: Students do their own reporting in the target language about issues around disability and accessibility in their community. Maybe they take the source article about Barbie and then write an article after polling their peers about their opinions. Maybe they investigate what kind of programs are available for students with disabilities in your school or district.  Maybe they do some investigative journalism and discover how accessible your school building is for students with various disabilities? You can, of course, expand the idea of “news” to include a Buzzfeedesque listacle with what they think are the best depictions of characters with disabilities in movies or books. Either way, they engage in thinking about these issues and then organizing their ideas in a specific way (news article) in the target language.

What kind of inclusive language is used in the target language?

  • In English, there has been a lot of discussion about what words are used to when talking about people with disabilities. For example, in my state of Washington**, the Respectful Language Act (RCW 44.04.280) was passed in 2010 when Washington Arc advocates with intellectual and developmental disabilities organized for its implementation. A great discussion can be had just by examining the short law as a class and observing how this grassroots movement was successful in advocating to replace offensive language (e.g., mentally retarded, disabled people) with person-first language (e.g., people with disabilities) when referring to people with disabilities in state documents (Source: www.oeo.wa.gov). However, for other languages, conventions and conversations might be very different. For example, in giving guidance for French language users, some French sites advocate for the use of terms like “Les personnes ayant un handicap” or “Personne/enfant en situation de handicap/handicapé(e)”. For a native English speaker like myself, the word “handicap” might not feel right to use, yet in French it is considered inclusive and is an example of person-first language. I would have a discussion with my students about how my own culture influences my initial reaction to using certain language in my second language. Moreover, target cultures may have different histories and attitudes around disability, which can be discussed as well.

Highlighting people with disabilities who come from the target culture/use the target language:

  • There’s certainty not as much coverage of the Special Olympics as the Olympic Games, but there is quite a lot of material to explore in the target language, as many countries send athletes to the Special Olympics.  However, when discussing the Special Olympics, I think it’s worth discussing the criticisms against it, such as reinforcing negative stereotypes about people with disabilities and creating a segregated sports environment.

  • While there are a lot of articles celebrating the accomplishments of people with disabilities (Stephen Hawking, Greta Thunberg, Michael J. Fox), an overwhelming characteristic of those who are celebrated is their whiteness. It’s worth trying to dig a little deeper to find examples of people with disabilities from a variety of races, gender expression, sexualities, religions, etc. It’s also great to have a conversation with older students about the idea of intersectionality (having more than one facet to one’s identity and how these facets interact). For example, the experience of double marginalization (racism and ablism) is something that can be highlighted.

Be inclusive of all students in your class

*Note: I’ve found similar articles discussing the new Barbies in other World Languages, like French (“Barbie handicapée : la marque mise sur la diversité”) and Spanish (“Barbie presenta su primera muñeca con audífonos para discapacidad auditive”).

**Note: If you are a teacher in Washington State I recommend two fantastic sites: some wonderful Washington primary sources about our state’s disability history here (for older/advanced students) and a series of amazing videos through the One Out of Five: Disability History and Pride Project with worksheets aimed at younger/less advanced language learners (and includes helpful captions in both English and Spanish!).

 

How do you highlight disability and accessibility in your language classroom? Share in the comments!

Celebrating Hispanic/Latinx/Chicanx Heritage Month in the Non-Spanish Language Classroom

Your language-teaching mission, should you choose to accept it, is to incorporate activities that highlight Hispanic, Latinx, Chicanx, Indigenous and Afro-Latinx culture into your non-Spanish classroom.

As I’ve mentioned before, each month of the school year I create a curriculum packet for the Edmonds School District for staff and/or parents to use. The goal is to focus on a different national month of celebrating diversity, with activities for a variety of core academic subject areas and some fun stuff (crafts, art, cooking). However, for my blog, I like to pull out some activities that would work well in a language classroom to share with you!

Starting on September 15 and ending on October 15, Americans observe National Hispanic Heritage Month. You’ll notice the title of this post includes more than just Hispanic… and there’s a reason for this! Since 1988, when President Reagan began this tradition, our understanding of identity has greatly expanded. Dr. Sally Guzmán, Marina Espinoza, and Karla Reyes-Sanchez from ESD have developed this great graphic (see below) to illustrate the many ways to explain and celebrate “Hispanic” identity. I also highly recommend this PDF from Exploratorium.edu as well.

Even if you’re not a Spanish teacher, there are some fun ways to celebrate Hispanic/Latinx/Chicanx Heritage Month in the language classroom:

Using art to explore using adjectives:

  • You can put up a piece of art on a projector, or have prints posted around the room for a jigsaw exercise. Students use their adjectives (great for beginners, but equally challenging for advanced learners!) For example, I would start with this painting by Los Angeles artist Gilbert "Magu" Luján, which has some great material for adjectives of color and texture, not to mention simple vocabulary of the subject. This can also be a gateway for discussing the various identities that many people inhabit and the choices they make when choosing identity markers. For example, using the above identiy graphic, I would say that Luján might have chosen to describe himself as Chicano or Indigenous, because he was born in the United States and has Mexican and Indigenous ancestry. He could also describe himself as Latino, since Mexico is part of Latin-America, or Hispanic, since Mexico is a Spanish-speaking country. In the 1960s, Luján chose Chicano as a way to identify himself, saying that by drawing attention to his community’s roots in Mexico, “it is clear to all that the Chicano culture is a real and identifiable body”. This is a great transition to talking about the power of language!

  • If you want to get a bit more complex, the Smithsonian American Art Museum had a wonderful web exhibit for Latino American Art, which is no longer available on their website but can be still found in some curriculum docs. Personally, I’d love to do an activity with Cocina Jaiteca by Larry Yañez (1988), maybe even have student draw out their own kitchens in a symbolic way. I’m definitely a sucker for word play (check out page 18 of the linked document to see how clever the painting title is!)

Practicing numbers using dominos!

  • Playing dominos can be a great way to celebrate Hispanic/Latinx/Chicanx Heritage Month while using any target language to reinforce number vocabulary! In doing some research I learned that dominos is a very popular game in many Latinx communities. In Puerto Rico it is, as this quote by Leah Carrillo shows, a huge deal: “¡ Los dominos son para los boricuas, como los tostones y el mofongo, parte de nuestra herencia cultural ! ” (“Dominos are for Puerto Ricans, like tostones and mofongo, part of their cultural heritage!’) According to José Carrillo, for Puerto  Ricans “el domino” is more than just a game: it is also a way for a community to build relationships while sharing information, and for children to learn from their parents and grandparents. Kelly Thompson observes that dominos, which are heavy and waterproof, are perfect for windy island living! You can watch this video from the Lobby of Hobbies, where the host, Jazz, talks about his Puerto Rican heritage as well as the staple game Dominoes. Check out how Puerto Ricans play their dominoes, how it may differ in different parts of the island, and overall, just how fun and strategic it is.

Reading bilingual books

  • Find books that are in your target language and Spanish for some exposure to a different language and culture! For example, “Little Maria (La Pequeña María)” is a bilingual book series written by Luz Maria Mack and illustrated by Vanessa Ballez. Victor M. Colón animates Maria’s life as little Afro-Latina girl in the Dominican Republic using illustrations from the books. ELL students or younger students can fill out this simple worksheet while watching the video. RESOURCE: Little Maria (La Pequeña María)

Playing around with gender-neutral forms of Spanish (and other languages!)

  • As I’ve discussed before, there is a big movement in gendered languages to become more inclusive. The Gender in Languages Project has an amazing interactive website where  you can play around with the various forms of inclusive language in languages from English, to Irish, to Mandarin Chinese. Why not explore the Spanish page and make connections to your target language?

Share in the comments how you celebrate Hispanic/Latinx/Chicanx Heritage Month in your classroom!

Inclusive Pronouns en français: Sam Utilise Iel

Your language-teaching mission, should you choose to accept it, is to use inclusive language when referring to your non-binary students.

I am SUPER excited to share a small book that I have been working on called “Sam Utilise Iel” (illustrated by the amazing Spencer Cook) which follows a young French immersion student who wants their class to be able to use gender inclusive language in French as well as English. It’s in black-and-white on 8x11 paper, perfect for printing out to use in your class or project onto the board.

As a non-native French speaker, I have had a several French speakers review the book, as well as those who work in the academic sphere writing about non-binary identities. Of course, if you find anything offensive, wrong, or misguided, feel free to reach out to let me know! You can also find out more about inclusive French in this blog post, or in the links included at the end of the story.

Without further ado: Happy Pride & please enjoy “Sam Utilise Iel”!

DOWNLOAD PDF: Sam Utilise Iel

Update: A big thank you to Dr. Bournot-Trites for pointing out some errors. As of 06/19/2022 the above PDF has been changed to a corrected version.


You can also check out some other resources to use in your classroom for Pride Month here.

Inclusive Textbooks

Your language teaching lesson, should you choose to accept it, is to critically examine the texts you use in your language classroom through the lens of Moore’s Taxonomy of Representational Heteronormativity.

“Part of our job as [language] teachers will always be to help our students find the language to describe the world around them” (Moore, 2020, p. 123)

Sometimes I come across academic articles that I want to share in detail, and this is one of them! Ashley Moore, a doctoral candidate at the University of British Columbia, created a taxonomy so that language teachers can examine our textbooks and figure out what kind of LGBTQ+ representation is present. Why does this matter? Well, the reality is that heterosexuality is represented as the default in all language textbooks. In a 2013 study, a review of 10 ELT textbooks found that seven made no reference to any non-heterosexual relationships or identities, and the three that did fell into the “good gays” trope (see below). While this is also true of a majority of the media that we consume (though that’s changing more and more!) heteronormativity (the assumption that the heterosexual experience is the human experience) is not healthy for our students. Once we have more inclusive resources we are not only better reflecting the real world that our students live in, but we’re sending the message to our LGBTQ+ students that their full selves are welcome in our classrooms.  

Moore’s taxonomy (which I’ve posted below with the permission of the author) looks at queer representation in language textbooks from the most to least damaging perspectives:

Basically, what he has done is given us the language to use to best describe what we find inside our textbooks in regard to inclusion of different sexualities. The way I see it, this taxonomy is a tool to pull out at department meetings when discussing old resources or new purchases, or to have on your wall to evaluate a film/reading/graphic novel that you’re about to use with your class. Most of us know to avoid anything blatantly homophobic, but how often are we pushing ourselves to go beyond that?

My challenge to you is to join me in examining your texts using Moore’s taxonomy. If you pull out your books, I’ll pull out mine and we can do it together! I’ll wait… and for those who already have your textbooks beside you, while we wait for the others, I encourage you to watch Moore’s fantastic video (21 minutes) where he explains his taxonomy in a very clear and detailed way!

Everybody’s here? Great! Let’s get started.

I’m going to be using the textbook series “Entre Nous”, which is for French learners. It has four volumes (for levels A1, A2, B1, B2), is suitable for teens and adults, and my editions say they are published in France by the Centre de Recherche et de Publications de Langues.

We’re going to run through the taxonomy from most damaging to students to least damaging:

“Entre Nous” - Example of heteronormative erasure

Explicit heterosexism: this is when heterosexuality is explicitly valorized in contrast to any other identities, which are presented as abnormal. Fortunately, I was unable to find any examples of this in my textbooks. However, Moore uses the example of an episode from Friends, a commonly used series for English-language learners, where Joey and Ross are mocked for taking naps together.

Heteronormative erasure: this is when heterosexuality is the assumed norm, which then sends the message to students that discussion of non-heterosexual identities is not appropriate in the classroom. I definitely found examples of this in the “Entre Nous” textbook family: in fact, this was (other than one example in the next category) the only category that I found. All photos of couples were heterosexual… and white (another big issue!).

“Entre Nous” - Example of heteronormative marginalization

Heteronormative marginalization: this is when non-heterosexual people are only included when talking about social justice issues (i.e., talking about HIV/AIDS or discrimination). This is well-intentioned, but actually marginalizes LGBTQ+ people further. This is the one example I found that didn’t fit into the above category.  

Heteronormative mainstreaming: this is when only the “good gays” (gay people that imitate Western heterosexual norms) are accessible. While having representation is important, Nelson (1999) notes that “Solidifying fluid sexualities into fixed sexual identities… [has] more to do with social control than with empowerment” (as cited in Moore, 2020, p. 122). While “Entre Nous” doesn’t have any examples of this, Moore points to another popular show used for teaching English, Modern Family, and the two “good gay” characters of Cam and Mitch.

Queer inclusion: this last category is when queer people are included in textbooks and are viewed not just through the lens of their sexuality, but are presented as complete people with intersectional identities. Additionally, those featured do not always fit into Western heterosexual norms. The textbooks I was looking through definitely did not do this, but Moore recommends a text made by Taylor Made English. Personally, I found a Guardian article about the “new American family” that I thought would make a good text to use with students that would fall in this category.

So, in conclusion, my textbooks don’t reflect the reality my students live in. Why is that? If your first guess is money, then you are completely correct. Textbook companies want to be able to sell their textbooks in as many markets as possible, and that means playing it safe (i.e., sticking to the hetero norm) for fear of alienating more conservative districts.  However, if we start asking questions of textbook representatives or directing our textbook budget towards more diverse resources, we can start sending the message that if they want our money, they need to be more inclusive. Moore also notes that most teachers will need to find “hacks” for our curriculum, which means supplementing what we have with resources we find elsewhere (check out the list below).

Also, more and more (or should I say “Moore and Moore”?... I’ll show myself out) I’ve been thinking about the author-text connection. For example, do I encourage my students to read Harry Potter in the target language? The texts themselves are not “explicit heterosexism” (though they would be “heteronormative mainstreaming”) but the author has said really damaging things about trans people. Should I instead redirect them to other great YA books that feature magical schools, but are more inclusive, like Naomi Novik’s fabulous Scholomance Trilogy or other sci-fi/fantasy trans-inclusive books? Should I also let them know about the amazing queer fandom that has grown alongside the books? Or should I just let them enjoy reading something in their L2 and make sure I’m peppering their language education with other LGBTQ+ inclusive resources? I’m sure my opinion on this will continue to evolve, but I’d love if you shared your own perspectives in the comments.

Lastly, when I reached out to Ashley Moore for permission to use his taxonomy in this post, he very generously invited any readers who want to learn more to reach out to him. You can also follow him on Twitter @AshleyRMoore.

 Some supplemental resources:

 ELL:

French:

  • Coucou French Classes’ “The Best French LGBTQ+ French movies” (not all films would be classroom appropriate)

  • French Today’s short text “Being LGBTQ+ in France” (this falls into heteronormative erasure, but is an interesting read, and frankly the only text I found that is written for language-learners)

  • I have a ton of links about using inclusive language in your French class here

Spanish:

 

What resources do you use in your classroom? Share below in the comments!

Inclusive Language & Français Inclusif:

Your language-teaching mission, should you choose to accept it, is to make all students feel welcome in your class by using inclusive language.

I’ve been working hard to make my speaking and writing in English more inclusive, and finally feel like I have a handle on the singular ‘they’ and finding better ways to talk to groups of students other than “ladies and gentlemen”. However, although I’ve talked to my students about non-gendered pronouns, I’m still figuring it out myself. This post is all about French specifically, as there are so many issues to consider in a language that has adjectives and verb endings that need to match gender, not to mention the use of gendered titles for everything (writer, teacher, translator, etc.). Although the rest of this post is for my fellow French teachers (and therefore in French), I think that regardless what language you use, it’s worth reflecting on how you can best make your students feel safe and included while using that language!

This is not an uncontroversial subject. The Académie française has released a statement condemning gender neutral language. This is part of a debate within many gendered languages, and I’ve found some interesting articles (in English) to perhaps explore:

Personally, I think this is an example of languages responding to cultural needs, and am excited to see these inclusive changes!

UPDATE 12/2021: The Gender in Language Project has a guide for Spanish and Mandarin!

UPDATE 10/2022: For International Pronouns Day @SaraSavoia_ has a thread of some great pronoun resources to use in elementary school classrooms!

Le français inclusif:

Je me suis retrouvée ignorante du français inclusif. Pour changer ça, j’ai regardé un vidéo avec Hélène Frohard-Dourlent et Gabriel.le Villeneuve: « Webinaire sur le français inclusif ». J’ai appris qu’on parle de l’inclusivite, il y a une différence entre la langue inclusive et neutre. Le langage inclusif est pour parler de groupes mixtes (ex. traducteur.rice) et le langage neutre est pour parler de personnes non-binaires et propose un nouveau genre grammatical (ex. traductaire). Les deux présentataires (<– regarde ce que j’ai fait là ?!?!) discutent l’un et l’autre.

Il y a beaucoup de façons que le français serait inclusif pour les femmes, comme créer des termes féminins (ex. écrivaine ou inspectrice), donner le féminin l’emporte (ex. « La plage et l’océan sont belles »), faire l’accord basé sur la proximité (ex. « L’océan et la plage sont belle ») ou inclure un double flexion totale (ex. les collaborateurs et les collaboratrices (ou « collaborateur.rice.s »). Ces stratégies pour la féminisation sont plus bien connues, mais les stratégies pour la neutralisation étaient nouvelles pour moi. Pour exemple, il faut utiliser le syntaxe et vocabulaires épicènes (c.à.d. androgynes), comme « collègue », « scientifique », ou « une personne étonnante ». Aussi, il suffit qu’on utilise les néologismes neutres. On le fait ça avec les pronoms (ex. iel, ol, celleux, elleux), un article neutre (ex. an, san, man), des mots-valise ou modifications (ex. toustes, froeur / adelphe [de grec], Mondame, Minêtre, heureuxes) ou une omission (ex. an traduct*).

Je pense que j’aurai besoin de pratique pour faire mon langage plus inclusif. Les choses que je peux immédiatement changer sont : utiliser une double-flexion partielle (ex. mes ami.e.s), respecter si quelqu’un utilise le pronom « iel »,  et dire « une personne » + un adjectif pour éviter d’identifier un genre. Plus, j’aime beaucoup « toustes » pour s’adresser à un grand groupe ! J’ai appris aussi un nouveau verbe pour quand on utilise un pronom ou accord grammatical qui ne correspond pas au langage que la personne utilise : « mégenrer ».

ALORS j’ai tellement aimé cette vidéo que j’ai fait un aide-mémoire à envoyer à mes étudiant.e.s et collègues pour qu’ils l’utilisent ! J’en ai mis une copie ici aussi : Strategies pour une langue neutre et inclusive.pdf

Des ressources supplementaries:

Des ressources supplémentaires:

NOTE: As of November 4, 2022, I’ve started a separate blog post collecting resources, which I will continually add to. You can find it at https://www.lessonimpossible.com/blog/ressources-francais-inclusif

Une liste de termes épicènes ou neutres : https://bdl.oqlf.gouv.qc.ca/bdl/gabarit_bdl.asp?id=5465

Plutôt que de choisir entre deux mots (ex. un représentant et une représentante) on peut essayer de trouver un autre mot (ex. une porte-parole) 

Guide de grammaire neutre et inclusive : https://divergenres.org/wp-content/uploads/2021/04/guide-grammaireinclusive-final.pdf

Un guide pour comprendre et utiliser la grammaire inclusive par Diver Genres

Guide pour la rédaction inclusive à l’Université Laval : https://divergenres.org/wp-content/uploads/2021/03/guide-redaction-inclusive-2020-femul-2.pdf

Un guide qui discute les définitions, l’historique, la démystification, les règles, les formes d’écriture inclusives et des exemples. 

Guide pour désigner les personnes non binaires: https://www.noslangues-ourlanguages.gc.ca/fr/cles-de-la-redaction/ecriture-inclusive-lignes-directrices-ressources#lignes-directrices

Un guide écrit par l’Office québécois de la langue française.

Un article academique: https://www.florenceashley.com/uploads/1/2/4/4/124439164/ashley_les_personnes_non-binaires_en_fran%C3%A7ais_-_une_perspective_concern%C3%A9e_et_militante.pdf

“Les personnes non-binaires en français : une perspective concernée et militante” par Florence Ashley de McGill University

Les formidables ressources de Kris Knisely: https://www.krisknisely.com/resources-for-educators

Les info-graphiques comme “Oral Communication Strategies used by non-binary speakers of French” et “Language forms used by non-binary speakers of French”.

 Un post sur le blog “En Tous Genres”: https://entousgenresblog.wordpress.com/2017/04/19/quels-pronoms-neutres-en-francais-et-comment-les-utiliser/

Un post sur “Le langage neutre en français : pronoms et accords à l’écrit et à l’oral”

Écriture inclusive en correspondance : https://www.noslangues-ourlanguages.gc.ca/en/cles-de-la-redaction/ecriture-inclusive-correspondance

Une guide pour la correspondance par le Bureau de la traduction du Governement du Canada

Sam Utilise Iel: https://www.lessonimpossible.com/blog/inclusive-pronouns-en-franais-sam-utilise-iel

Une petite histoire illustrée pour les élèves pour expliquer comment on peut utiliser le français inclusif avec un.e. ami.e non-binaire

Lexique de Genre Neutre: https://www.alpheratz.fr/linguistique/genre-neutre/

Extrait du livre d’Alpheratz “Grammaire du Français Inclusif” (2018). Merci à @YaruSol de m’avoir présenté ce site.

Guide & Zine d’élève: https://juliaspiegelman.wordpress.com/resources/

Un google doc (A Student’s Guide to Queer and Non-Binary French) et un zine crée par un.e élève non-binare (“IEL: A Zine on Gender-Affirming Language for the French Classroom (by a trans* French student”)). Tous en anglais.

Le Devoir Article: https://www.ledevoir.com/lire/649374/litterature-un-iel-vieux-comme-les-cultures-autochtones

“Un «iel» vieux comme les cultures autochtones”

Open Educational Resource Conversation Tool: https://pdxscholar.library.pdx.edu/pdxopen/40/

CITOYEN.NE.S is a French language method for the conversation class at the intermediate/ advanced level. Content and activities are built around the concepts of diversity, inclusivity and equity, and engage students to practice French while questioning and participating in the world they live in – to be full citizens whatever their background, their race or their gender identity.

How to Use Proper Pronouns: https://properpronouns.com/

Un guide pour l’utilisation des “proper pronouns” (une mention d’une personne en particulier dans la troisième personne). En anglais.