Research Article

Teachers’ Perceptions of Gender Inclusive Language in the Classroom


  • JAMAICA VIZCARRA-GARCIA Graduate Student, School of Advanced Studies, St. Louis University, Baguio City, Benguet, Philippines; Instructor, College of Teacher Education, University of Northern Philippines, Vigan City, Ilocos Sur, Philippines


There is a meager investigation of teachers’ views about gender-inclusive language. Considering this gap in the body of knowledge, this qualitative study sought to investigate the collective perception of higher education teachers particularly those in the teacher education program on the adoption of gender inclusive language in the classroom. Nine teachers participated in a semi-structured interview, which was recorded, transcribed and analyzed. Two themes emerged particularly (1) Communicating Instruction through Unbiased Parlance and (2) Favoring the Adoption of Gender Inclusive Language. Overall, the teachers showed an adequate understanding of gender inclusive language and unanimous support to its adoption inside the classroom as strengthened by their belief that it will promote gender equality and sensitivity among their students. Moreover, it will establish a sense of inclusivity thereby increasing student participation. Lastly, the participants believed that gender inclusive language is an evident trend in education that they cannot overlook. Hence, it is one of their responsibilities to adopt and integrate it into instruction.

Article information


International Journal of Linguistics, Literature and Translation

Volume (Issue)

4 (3)





How to Cite

VIZCARRA-GARCIA, J. (2021). Teachers’ Perceptions of Gender Inclusive Language in the Classroom. International Journal of Linguistics, Literature and Translation, 4(3), 110–116.



gender inclusive language, feminist language planning, teacher perception