Including them and all the rest

Gender-neutral pronouns in EFL class

Lihit Andrea Velázquez-Lora

Universidad Nacional Autónoma de México, Mexico City, Mexico

Introducing material that helps to develop intercultural competence in

English class brings the opportunity to reflect upon topics such as identity
and representation. One way to do it is by introducing gender-neutral pro-
nouns to our practice. This topic becomes particularly relevant as students
get the chance to develop their intercultural awareness. For some students,
the concept of gender-neutral pronouns, and what they imply, might be dif-
ficult to grasp, because they may not be fully aware of what they are or how
to use them. Learning about gender-neutral pronouns can lead students to
question some previous assumptions and creates a safe space in the class-
room to talk about such topics. In this paper, I explore why working with
these pronouns can not only improve the students’ grammar skills, but also
can help them boost their intercultural competence. Furthermore, it is rele-
vant for EFL students, but even more for future translators.

Keywords: gender-neutral pronouns, EFL teaching, translation training,

translation, intercultural competence

1. Introduction

As an English as a Foreign Language (EFL) instructor, the first time I stopped

being complicit with the materials I was working with was when I read an exercise
that asked students to choose the wrong form between the sentences “Amelia is
my wife’s sister” versus “Amelia is my sister’s wife” (Latham-Koenig, Oxeden &
Seligson 2008: 125). While I had previously noticed that EFL books usually repre-
sented only gender-conforming, cisgender heterosexual people with binary iden-
tities, this was the moment when I started to actively challenge what was assumed
by the textbooks and began to include different material for the specific purpose
of showing my students other gendered possibilities. Though that specific book
does not include the mentioned example in its second edition, throughout the

https://doi.org/./jls..vel
Journal of Language and Sexuality : (), pp. –. ISSN - | E‑ISSN -
© John Benjamins Publishing Company
 Including them and all the rest 241

years I keep finding exercises, activities or whole books that show just one type of
people and one side of their identity.
In this essay, I make the case that teaching the intercultural dimension of
language in English classes should include gender-neutral pronouns. In general
terms, the intercultural dimension tends to be less acknowledged in language
classes than the other skills, because activities related to it might be perceived
as time-consuming or related skills are not explicitly considered on the syllabus
(Rhodes & Coda 2017). Nonetheless, the intercultural dimension is essential for
language learners as it is the one that will enable them to be “competent, adapt-
able, communicators” (López-Rocha 2016: 105). Furthermore, it is quite central
for translation students, in particular, as their intercultural skills are the ones that
will make them “mediators who are able to engage with complexity and multi-
ple identities” (Byram, Gribkova & Starkey 2002: 9). Translators work in between
cultures, and, without intercultural competence, they cannot fully complete their
labor (Tomozeiu, Koskinen & D’Arcangelo 2018: i). Thus, translation students
need to understand how gender-neutral pronouns work not only to use them in a
communicative context, but also to translate them.
Introducing material that helps to develop the intercultural competence in
English class, either in general courses or those specific for translators,1 brings the
opportunity to reflect upon topics such as identity and representation. As exem-
plified above, “textbooks are not values-neutral” (Paiz 2016: 3). In fact, “[t]hey
manifest dominant cultural discourses [and] are very potent pedagogical tools
and facilitators of acculturation” (Paiz 2016: 3). Therefore, including material rel-
evant to students helps to create a safe space where they can consider different
aspects of their identity (Rhodes & Coda 2017: 99).
One possibility for bringing the full gender diversity spectrum into English
language classes is integrating gender-neutral pronouns into the EFL curricula.
Working with these pronouns also gives teachers the chance to learn along with
our students since integrating this type of material implies that we become aware
of our “biases and heteronormative practices” (Rhodes & Coda 2017: 104). Fur-
thermore, advanced research on gender-neutral pronouns can help English teach-
ers update our knowledge about the language we teach and reinvigorate our
practice (Nelson 2006: 8). Despite the fact that gender-neutral pronouns are not
new in English and singular they is widely used –even in the EFL classroom–, not
all teachers are aware of them.
In what follows, I argue why including this specific part of speech in EFL and
English translation classrooms can not only improve students’ grammar skills,

1. Here I refer to university students in Mexico City. Nevertheless, learning about gender-
neutral pronouns is relevant for students in other contexts too.
242 Lihit Andrea Velázquez-Lora

but also help them to boost their intercultural competence. I direct my reflec-
tions to two different audiences: EFL teachers and English-to-Spanish translation
teachers.

2. The case for integrating gender-neutral pronouns in the EFL

classroom

Gender-neutral pronouns regularly appear nowadays in literature, newspaper

articles and social media in English; EFL students might quite easily encounter
one of these pronouns while reading a text or watching a series, even when they
are not in an English-speaking country. Further, they might have to use these pro-
nouns when referring to a nonbinary person in English. This of course will pose
a challenge to students if they do not know what these pronouns mean or are
used for. Likewise, there is a possibility for students to cause offense if they do not
learn how to use these pronouns correctly. In addition to using others’ gender-
neutral pronouns in English, EFL students might face some internal struggle if
they themselves are nonbinary and are not given the information needed. As Con-
rod expresses, we must teach assuming “that [we] have at least one trans/nonbi-
nary student” (Conrod 2019: 24). Not doing so would mean silencing students,
their identity and experiences even without noticing we are doing this (see also
Liddicoat 2009: 192–199; Neto 2018: 595–600). If students are going to learn a lan-
guage by using their identities and explaining who they are to others, it should be
one of the main concerns of teachers to provide them with all the tools they need
to do so (Neto 2018: 595, 601).
We must be active with our class material to escape what is depicted by Neto
as a usual situation in language classes:

Foreign language instruction […] reproduces the oppressive system in that there
is only one modality of expression of sexuality: the heterosexual […] and a binary
identity representation […] Questions of sexual orientation, gender identity and
expression are, in most cases, not considered in foreign language instruction.
(Neto 2018: 595)

Opening the classroom to topics related to diversity benefits students by giving

them new perspectives and allowing them to question what they knew and what
they are learning, because:

The recognition of different forms of expression would broaden an individual’s

perspective, without that person having to necessarily adopt one of these fixed
identities, allowing them to acknowledge these identities or even recognize them-
selves in said identities. (Neto 2018: 591)
 Including them and all the rest 243

The effect of this is such that students’ point of view about their own learning
environment can change as they might perceive the “classroom as not just a queer
space in terms of sexuality, but also in terms of linguistic practice” (Paiz 2016: 3).
This means that “dominant discourses surrounding the notion of the successful
college writer and English language user” (Paiz 2016: 3) can also be questioned.

3. Strategies for integrating gender-neutral pronouns in the EFL

classroom

Introducing gender-neutral pronouns to EFL students does not have to be difficult

or time-consuming. The easiest way would be to include pronouns when intro-
ducing oneself as the teacher. In fact, you can add many elements to your courses
just by exploiting the opportunities already given by your syllabus. For example,
when introducing pronouns to beginners, note the use of they as a singular
gender-neutral pronoun. Obviously, this should not be a one-time situation. Bring
different and multiple examples to the class. In addition to pronouns themselves,
another grammar topic that can lead to working with gender-neutral pronouns is
agreement. Either as the main topic or as extra information, this can raise many
questions among EFL students.
Other tools that help to show students the relevance of gender-neutral pro-
nouns to their English language development are TV programs as EFL learners
are highly motivated by working with authentic materials. Some programs include
the usage of singular they, such as Gilmore Girls and Riverdale,2 but do not depict
nonbinary characters. Examples like these give students the elements to recon-
sider they as a pronoun used with a singular referent, just like you. These clips are
useful to begin a conversation on singular they/them. To approach other examples
of gender-neutral pronouns, you can screen episodes of programs such as One
Day at a Time, Billions, She-Ra or Shameless.3 These include nonbinary characters
with gender-neutral pronouns as their personal pronouns of reference. Clips can
be easily used as an awareness activity linked to agreement, as a listening exercise
with another learning objective, or as a trigger for speaking or writing activities
related to topics from the syllabus.
While watching these programs is not enough to help students to develop
their intercultural skills, they are a starting point for reflection. Students can see

2. Gilmore Girls, season 5, episode 14, “Say Something”, at 33:27 and Riverdale, season 2,
episode 17 “The Noose Tightens”, at 04:48.
3. One Day at a Time, season 2, episode 3; Billions, season 2, episode 2; She-Ra, season 2,
episode 3; or Shameless, season 7, episode 4.
244 Lihit Andrea Velázquez-Lora

how to use gender-neutral pronouns in a real English-speaking context and that

their relevance is such that they appear in mainstream entertainment products.
Furthermore, these are not all the same. These shows do not only depict the usage
of gender-neutral pronouns, but also portray the possibilities of the multiple iden-
tities and experiences nonbinary people might have. Another possibility is to talk
about famous people, like singers, actors or writers, who use gender-neutral pro-
nouns and appear in social media and news articles.4

4. The case for integrating gender-neutral pronouns in the translation

classroom

Translation can be defined “as an act of linguistic mediation between texts and
cultures” (Castro 2013: 8), therefore, both language and translation can be seen
as “a political act of mediation and communication which either perpetuates or
challenges existing power structures within wider social and cultural contexts”
(Castro 2013: 5). Students learning to translate from English to Spanish not only
need to be aware of what gender-neutral pronouns are, how they are used and the
fact that some nonbinary people use them, but also how these can be translated to
Spanish and the power dynamics present inside these languages. The aim of trans-
lation students is to become cultural mediators, and for these students, intercul-
tural competence is crucial. A lack of knowledge about gender-neutral pronouns
would affect the outcome.
When translating, we must keep in mind that “the translation of gender is
not an ‘innocent’ task, but a very complicated process” (Nissen 2002: 28). As
checking the difference between languages demonstrates, while English “show[s]
pronominal gender” (Nissen 2002: 26), but does not include any mark in adjec-
tives and usually neither in nouns, Spanish “show[s] grammatical gender” (Nissen
2002: 26) by presenting agreement in adjectives but not necessarily with pro-
nouns. In Spanish, some speakers use the symbol @ or an x to include the femi-
nine and masculine declension in words (e.g., compañer@, alumnxs). The former
reproduces a binary way of speaking, while the latter might be considered as an
Anglocentric practice (Papadopoulos 2019: 10–11). Furthermore, both pose pro-
nunciation and accessibility problems (Papadopoulos 2019: 10).
A pronoun that has been more successful than others is elle. It helps to avoid
the binary gender system, while allowing speakers to express themselves in dif-

4. Some examples are Sam Smith, Asia Kate Dillon, Lachlan Watson, K. Alexander, Neon
Yang, Kacen Callender, Mason Deaver, Alok Vaid-Menon, Jeffrey Marsh, Ser Anzoategui, and
Liv Hewson.
 Including them and all the rest 245

ferent contexts of their language (Papadopoulos 2019: 11–14). For Spanish, nouns
and adjectives declensions must also be taken into account. Therefore, instead
of using a final -a or -o with these parts of speech, Spanish speakers can use e.
Another option given by Richard Stallman is to use elli (Papadopoulos 2019: 13),
but this pronoun has not been used as much as elle. Spanish does not have as
many options for gender-neutral pronouns as English, but as it is a pro-drop lan-
guage, subject pronouns can be avoided.
Spanish has strict institutions that rule language, such as Real Academia
Española, which usually do not support the efforts to develop gender-neutral pro-
nouns (Bacquerie 2020), highlighting the social aspects behind endorsing hege-
mony and chastising what speakers do with language (Infobae 2020). As future
translators, students must learn that language changes constantly, so that they
can adapt accordingly. Furthermore, as translators, they must understand that the
decisions they make towards a text might or might not represent a group of peo-
ple depending on how they choose to translate, because “[l]anguage and transla-
tion inevitably are tools for legitimizing the status quo or for subverting it; tools
for gender oppression or liberation” (Castro 2013: 6).

5. Strategies for integrating gender-neutral pronouns in the translation

classroom

The material mentioned above for EFL students can also be useful for translation
students; however, the aim is different. Translation students need to understand
how gender-neutral pronouns work not only to use them in a communicative con-
text, but also to translate them. When shown some of the texts mentioned above,
students can be asked how they would translate them. Sometimes they suggest
options, while at other times they begin thinking critically about how their own
language works. Dubbed or subtitled clips are also useful as students can assess
the translation. To justify their answers, they must use the tools acquired in the-
oretical translation classes, such as concepts like the culture turn, functionalist,
feminist, or queer theory approaches.
While these texts are evidence of gender-neutral pronouns in real contexts,
they also allow translation students to experience themselves the effects of trans-
lation. For example, when shown the Latin American versions of Billions and One
Day at a Time (Table 1 and Table 2), both dubbing and subtitling, students have
described them as confusing and difficult to understand. This might be the result
of not considering the specific use of gender-neutral pronouns in the context of
the text.
246 Lihit Andrea Velázquez-Lora

Table 1. Billions 2x02

Damián Lighterman’s Bernardo López Estrada’s
English version subtitling translation for dubbing
Hello. I’m Taylor. My pronouns Hola, soy Taylor. Mis Hola, soy Taylor. Mis pronombres
are they, theirs and them. pronombre son elle. * son ellos, tellos y aquellos.

* There was a previous version: “Mis pronombres son ellos, sus y ellos”.

Table 2. One Day at a Time 2x03

English version
Syd: Syd. My pronouns are
“they” and “them.”
Margaux: I’m Margaux.
Pronouns “ze” and “zir.”
Silvana Rinaldi’s subtitling
Syd: Syd. Mis pronombres
“ellos” y “suyos”.
Margaux: Margaux.
Pronombres “ze” y “zir”.
Samantha Castrillón’s translation
for dubbing
Syd: Soy Syd. “Las dos” y “ella” son
mis pronombres
Margaux: Soy Margaux. Mis
pronombres son “ze” y “zer”.

With the example of One Day at a Time, students can analyze not only the
Latin American dubbing and subtitling, but also the Spanish subtitling by Javier
Pérez Alarcón, which has been praised and shared on social media. On Table 3,
students can compare different ways of translating gender-neutral pronouns into
Spanish.

Table 3. One Day at a Time 2x03

Silvana Rinaldi’s Javier Pérez Alarcón’s Samantha Castrillón’s
English version subtitling subtitling translation for dubbing
Elena: When we get Escuchen, cuando Cuando lleguemos, Muy bien todos. Cuando
there, she takes her lleguemos, ella lleva ella se lleva su equipo lleguemos, ella llevará su
team to the stairs, ze su grupo a las a las escaleras, elli se equipo a las escaleras, ze
takes zir team to the escaleras, ze, con los lleva el suyo al llevará a zer al
parking lot, and they zir al aparcamiento y elle se estacionamiento y las
take their team to the estacionamiento y lleva el suyo a la dos llevarán a su equipo
corner. He, she, they, ellos van a la esquina. Él, ella, elle, y a la esquina. Él, ella, las
and ze will all meet up esquina. Él, ella, elli se reunirán en la dos y ze nos vemos en la
at the fair-trade coffee ellos y ze van al café cafetería de comercio cafetería de trato justo
shop between the two de comercio justo justo entre los dos entre los dos Starbucks.
Starbucks. entre los dos Starbucks.
Starbucks.
 Including them and all the rest 247

This is critical for future translators because it helps them see different solu-
tions for a translation and analyze their own work in the target language. It also
helps them question the range of elements they need to consider in order to make
a decision while translating and how the theory they have learnt is relevant to
their practice. Therefore, integrating gender-neutral pronouns into the English
translation classroom is an opportunity to develop students’ critical thinking abil-
ities and have them reconsider previous assumptions.
Literature is another resource for translation students to reflect upon their
assumptions. Two interesting examples are Written on the Body by Jeanette
Winterson and The Black Tides of Heaven by Neon Yang. The first novel depicts
the love story of two people and is written in the first person, but does not
specify the identity of the speaker. Encarna Castejón’s translation benefits from
the fact that Spanish does not always need an explicit subject, in addition, she
uses transposition, by changing past participle structures to nouns (Winterson
1992: 43; 2017: 47). This translation uses “indirect non-binary language” (López
2019) or non-innovations (Papadopoulos 2019: 9). Opposed to this, Yang’s fantasy
novella deals with gender openly. Carla Bataller Estruch thus uses “direct non-
binary language” (López 2019) by including elle and nouns and adjectives with
an -e declension when referring to the nonbinary characters or groups of people
(Yang 2017; 2021: 27–31).
These translations present different strategies to tackle similar problems in
Spanish. On the one hand, Castrejon’s is stealthy and inexplicit. It retains ambi-
guity and respects the canonical rules of Spanish. On the other hand, Bataller’s is
explicit and, in a way, an activist translation (Molinari & Constantino 2019: 13).
Students can provide a possible translation of a passage, and then compare theirs
with the published ones and analyze how each solves the challenges in the text. By
having translation students analyze these two strategies we can help them to rec-
ognize what Démont means by “queering translation [which] focuses on acknowl-
edging the disruptive force and recreating it in the target language” (Démont
2018: 163).

6. Conclusion

Including the above strategies in our practice can prompt EFL and English-to-
Spanish translation students to ask questions, helping them build their intercul-
tural competence which goes beyond comparing one language to the other and
seeing the other as the different one. The texts mentioned above and the possible
activities I described give a general view of how gender can be engaged in differ-
ent ways even in the same language. When we learn a language and, even more,
248 Lihit Andrea Velázquez-Lora

when we translate, we can be in-between languages and cultures and the similari-
ties, differences and struggles between them become evident. EFL and translation
students will be involved, directly or indirectly, in changes related to language,
both as speakers and as translators. As teachers, we should give them the tools to
participate in these changes for everyone’s benefit, including their own.

Acknowledgements

I am greatly indebted to all the people involved in the They, Hirself, Em, and You: Nonbinary
Pronouns in Theory and Practice Conference, specially to Lee Airton, Bronwyn Bjorkman and
Lex Konnelly. I would also like to thank to the anonymous reviewers for their invaluable com-
ments to improve this article.

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Address for correspondence

Lihit Andrea Velázquez-Lora

Universidad Nacional Autónoma de México
Facultad de Artes y Diseño English Department
Av. Constitución No. 600 Bo. La Concha
C.P. 16210 Alcaldía Xochimilco, Ciudad de México
Mexico
lvelazquez@fad.unam.mx
lihit.velazquez@comunidad.unam.mx
250 Lihit Andrea Velázquez-Lora

Publication history

Date received: 15 December 2020

Date accepted: 11 April 2022