Language, queerly phrased: a sociolinguistic examination of nonbinary gender identity in French
Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Your vote was cast
Thank you for your feedback
Thank you for your feedback
Authordel Caño, Madeleine
KeywordResearch Subject Categories::HUMANITIES and RELIGION::Languages and linguistics::Linguistic subjects::Linguistics
Research Subject Categories::HUMANITIES and RELIGION::Languages and linguistics::Romance languages::French language
MetadataShow full item record
AbstractLanguage, a uniquely human skill, is intrinsic to the self. Beyond its base communication purpose, language serves to shape the identity of the speakers who use it. One of the biggest examples of language defining and confining interlocutors’ identities is the concept of gender. Based on a language’s use of gender, speakers of that language are confined to the gender rules set forth in grammatical systems. How then can people who do not identify as male or female be recognized as legitimate if the language they speak does not accommodate for their gender identity? This thesis aims to examine how gender variant people speak in gendered languages, first examining English, Hebrew and Japanese as case studies, then moving on to the historically rigid and regulated French. This study examines respondents’ proposed solutions to the French language’s lack of a non-gendered pronoun on social media to see if it is indeed possible for people to identify themselves and each other in a language that does not structurally recognize them as legitimate.
The following license files are associated with this item:
- Creative Commons
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 United States
Showing items related by title, author, creator and subject.
The language of now: an exploration of language change during the COVID-19 pandemicAviles, Sage (2022-05)This study is an investigation into language change during the pandemic. It includes language samples from in-person interviews, which span across a seventy-year age range, an academic article, news articles, social media posts, music, and a Netflix special. Google trends, refined to the United States, was referenced to see when new terminology emerged to trace change correlated to the pandemic. This research proves the thesis that language had undoubtedly changed due to the COVID-19 pandemic, and new terminology has emerged, and will also continue to evolve following it.
Bilingual language acquisition & development and how bilingualism is addressed in the American school systemHartop, Nora Elizabeth (2018-05)In this paper I will define the various types of bilingualism in the specific contexts of Spanish-English bilingualism in the United States. I will discuss the benefits of a bilingual education. I will explore theories of bilingual language acquisition relating to language growth over time and the ability to distinguish speech sounds of languages. I will discuss brain development of a bilingual individual and the role of code switching as a key process in language acquisition. I will emphasize the importance of bilingual education programs such as dual language and immersion schools and how these schools function. I will also discuss the importance of linguistic diversity as it connects to cultural identity. I will discuss the implication of least-biased assessment in the field of speech-language pathology for bilingual students and the topic of standardized testing in multiple languages. Overall, I propose goals to make bilingual education a sustainable model for the future of bilingual language education in the American school system.
A linguistic modification of science assessments for English language learners.Lisowski, Kelly J. (20/11/2012)Assessments can be difficult for those students who are Non-Native English Speakers (NNES). These students may not be able to fully demonstrate their knowledge and capabilities because of the linguistic complexity of the assessments. Although test accommodations may aid students to a certain degree, the linguistic complexity of test items usually appears as poor academic achievement among this subgroup of students. Therefore, assessments that are linguistically modified without diluting the content would deem beneficial for NNES. This curriculum project addresses the issue of linguistic complexity on academic content area assessments to meet the linguistic needs of NNES students. In this project, teacher-created assessments from a middle school science curriculum underwent a linguistic modification process to help make the tests more accessible to NNES. This project was designed as a tool to guide content area teachers in evaluating their own assessments for linguistic complexity to help highlight NNES’ knowledge in their classrooms.