Empowering voices: A framework for gender-inclusive language teaching and learning

Cubero-Simogan, Jillan Rae and Bagood, Evelyn Torsino (2025) Empowering voices: A framework for gender-inclusive language teaching and learning. International Journal of Science and Research Archive, 15 (2). pp. 155-159. ISSN 2582-8185

Language is a powerful tool that shapes perceptions, constructs social identities, and can foster inclusion or perpetuate bias. In educational contexts, integrating gender-inclusive language is crucial for promoting equity, respect, and engagement among diverse learners. This study aimed to develop a practical framework for gender-inclusive language teaching in English classrooms within secondary education. Employing a mixed-methods approach, data were collected through surveys, interviews, and focus group discussions with teachers, students, and administrators from two Philippine high schools. Findings reveal that while teachers demonstrate moderate awareness and adoption of gender-inclusive strategies—such as using preferred pronouns and avoiding gendered assumptions—challenges remain, particularly stakeholder resistance and lack of formal training. The study also shows a strong positive impact of inclusive language on student confidence, participation, and classroom collaboration. Based on these insights, a four-layered framework is proposed, emphasizing institutional policy, pedagogical strategies, cultural transformation, and continuous feedback. This research underscores the necessity of systemic interventions to sustain inclusive practices in language education, offering valuable implications for future curriculum development and teacher training programs.