Introducing (A)gender into Foreign/Second Language Education

Abstract

Miller and Endo illustrate how, through short readings and art-based activities, second and foreign language middle and high school teachers can use language to introduce the concept of (a)gender. One of the challenges that language teachers face is that language learners often do not possess the vocabulary, linguistic skills, or knowledge to express their ideas about gender creativity. This chapter reveals that whether at a beginning or more advanced level of linguistic ability, art-based activities, coupled with appropriate reading materials and in-class discussion, will equip language learners with the tools and skills to engage in important topics that challenge gendernormativity. The authors demonstrate how to achieve these goals through several samples of their own intermediate-level English language learners’ work.