Unravelling the silence around gender and sexuality in a second language curriculum

This study explores the ways in which marginalised genders and sexualities are discussed in the French as a second language (FSL) curriculum in Ontario, Canada. The aim of this paper is to consider how official policy documents reinforce or challenge possibilities for inclusive teaching/curriculum development in modern language programs. Drawing on anti-colonial feminism (Carroll 2018) and queer linguistics (Leap 2015) frameworks, this research employs a critical discourse analysis to investigate how the FSL Grades 9–12 curriculum either reinforces or disrupts cisheteropatriarchal practices. Despite the curriculum's seemingly inclusive language, the findings reveal a reinforcement of binary gender constructs, limiting discussions on marginalised genders and sexualities to superficial inclusionary statements. The rigid scope of gender, coupled with the absence of marginalised sexualities, contradicts the antidiscriminatory goals of the FSL curriculum, which alienates queer, trans and non-binary people. To address this, our research suggests integration of gender-diverse and queer identities into the curriculum to foster more inclusive FSL programming through specific curriculum expectations and instructional tips.