What we do

Sarah Bayne

she/lei

As a near beginner in the Italian language, I am honored to bring a fresh perspective on initial barriers and recurring exclusions that the gender non-conforming faces in RLL classrooms. Being a member of the LGBTQIA+ community, it is especially important to me that friends and acquaintances find safety, self expression, and representation in Michigan language programs. I look forward to working with and listening to everyone involved.

Mallery Bee

they/elle

As a Spanish major who identifies as non-binary, this project feels very close to home. We are in an unprecedented era of cultural and linguistic change in regards to genderqueerness, and I am so excited to be able to help incorporate this essential discourse into U of M’s scholastic atmosphere. Language is a living, fluid thing, and treating it as such gives us the opportunity to create transcultural bridges and better connect with our own identities. This undertaking provides an exciting space for linguistic exploration. Moreover, it promotes an overall understanding of the incredible variety of backgrounds and experiences that come together in every classroom.

Leonardo Chiarantini

he/lui

As an instructor, my first concern is creating an environment in which all students feel at ease. Although unfortunately our textbooks remain very much behind, I know that work has been done over the years to adapt our language. I’m looking forward to making use of that good work in the context of our classrooms and to being part of a project committed to the creation of a more inclusive, respectful learning environment.

Leah DeVries

she/ella

In my years as a student at the University of Michigan, I fervently studied many facets of the Spanish language, linguistics, world cultures, humanity, and identity. The diversity of the globe and the uniqueness of individuals never failed to leave me both humbled and joyful to be alive in such a vibrant world. Now, as a recent graduate with a BA in International Studies and Spanish, and as a member of the LGBTQ+ community myself, it is my honor to contribute toward the research and development of Romance language curricula that will celebrate and explore inclusion, diversity, and all ranges of gender identity.

Sabine Gabaron

she/elle

In my various roles in RLL, I have always focused on putting students at the center of the learning experience. The non-existing inclusive writing practices and minimalistic gender representation in French textbooks are unfortunately not representative of the realities of our times. I am very much interested in finding ways to promote awareness and engage in productive discussions around these topics, and ultimately collaborate in the development of meaningful teaching materials that better represent gender diversity and strengthen our language program.

Jason Grant

he/him/il/lui

In the past decade of teaching French, I have been continually motivated by students’ willingness to speak up about themselves and their perspectives on the world. Informed by my background in linguistics, I have tried to help students meaningfully and authentically communicate from the vantage of their own experiences. The identities and backgrounds that students bring to the classroom are vital to the success of language instruction, and I look forward to working with my colleagues toward teaching the whole student by better understanding how we can remove barriers to inclusion and access in RLL classrooms.

Ana Guimaraes

she/ella/ela

As a Ph.D. student and Graduate Student Instructor, I intend to make my academic work and investigation a tool for social empowerment. Therefore, I am thrilled to be part of a project committed to creating an inclusive educational environment for students. Being part of this project also comes as an opportunity to rehearse allyship. I hope to collaborate to think of education as a practice of diversity and freedom, unleashing creative ways to perceive and communicate the world and ourselves. For me, promoting gender-neutral language in our community consists of reflecting on language and beings as processes of constant becoming.

Elliot Heldman

he/him

Throughout my experience with Spanish curriculum, I’ve come to understand the profound significance of promoting gender diversity in the classroom. Romance languages, with their deeply ingrained gendered structures, have the potential to perpetuate traditional gender roles that could alienate certain gender identities. I am proud to design websites for this team that is striving to promote inclusivity in all Romance language classrooms. This mission is pivotal in creating an inclusive, equitable, and empathetic world where language reflects the diversity of the people who speak it.

Nick Henriksen

he/él

As a member of U-M’s campus community, I strive to promote a diverse and equitable environment that embraces and values diversity in all forms. As Associate Chair of RLL, it has become crucial for me to acknowledge and address the barriers that can disrupt an inclusive learning atmosphere. One such challenge lies within the structure of Romance languages: our goal of maintaining an inclusive environment is hindered by the prevalence of gender-binary grammatical forms when alternative, gender-diverse pronouns exist. Confronting these realities also relates to my research as a linguist, and I’m excited to collaborate with my peers to understand how language is adapting to an evolving cultural context.

Maria Teresa Segarra Costaguta Mattos

she/ela

To teach a language is to teach a culture, and it would be very difficult to teach students about Brazilian culture and ignore its deep transphobia. The limited offer of teaching materials with non-binary language and pronouns compounds the need to intentionally expose students to an inclusive learning environment and be the best possible ally. Within the scope of this project, I hope to contribute to the expansion and diversification of LGBTQ+ inclusive material for Portuguese learners of all levels, and further commit to offering my students a linguistically diverse and inclusive classroom at the RLL.

Mark Johnson

he/him/il/lui

I am a firm believer in the power of inclusive language to shape learning spaces for the better. As a French minor and a student of French for nearly a decade, I’ve felt firsthand the deep discomfort that comes from the limits of gendered, non-inclusive language to accurately express myself, my identity, and the identities of my peers. Educational materials that expose French students to gender-neutral terms such as “iel” and promote gender-diverse language within the classroom would have greatly benefited me, and I look forward to improving UM’s French curriculum for future students.

Laura Pensa

she/ella

As a language teacher, but also as a feminist and lesbian activist, I am deeply interested in the relations between language learning and intimacy. When learning and teaching a new language, we create a space where students and instructors share personal stories, feelings, hopes and desires. This project addresses the urgent need to provide resources for all students and teachers to be comfortable, included and respected while doing so. It also highlights the political aspect of language and collaborates with broadening the representation that members of the lgtbq+ community have inside and outside the classrooms.

Sergio Villalobos Ruminott

he/él

As a member of RLL I have been chair and member of DEI Committee, also I have participated in our committee from the beginning and I am particularly sensitive to racialization, sexuation and genderization processes as they inform my own research. On the other hand, as a professor I am always trying to familiarize myself with practices and cultural dynamics involving and affecting our students.

Michela Russo

she/ella/lei

As a teacher in RLL, I acknowledge that pronouns intervene profoundly with the constitution of gender identity and a sense of self. Language is one of the most common mechanisms by which gender is constructed and reinforced, through both grammar structures and everyday-life language performances, especially within and across educational spaces. Language, however, can also be the site of micro and macro aggressions, oppression, and discrimination. As such, I recognize the enormous power that languages hold. I acknowledge and value the intersection between language, cultural and educational practices, and the great ethical responsibility that we, as educators, hold in honoring principles of justice, respect, and equity through language matters.

Alex Vujnov

they/them, il/lui, la/lei

As a student who identifies as transgender and prefers gender-neutral pronouns, I have often struggled to both express myself, and feel represented when taking language courses. I believe everyone deserves to have the words they need to be themselves and feel seen. Gender expansive and inclusive language is what makes that possible. This is something I have always been deeply passionate about, and I am happy to be a part of a project that is so personal to me.

Félix Zamora Gómez

he/él

As an international, queer language and culture teacher and a museum educator, I am committed to creating a safe, respectful, and empowering learning environment. While communities of speakers around us actively embrace ways to challenge the gender binary, universities must catch up to address the need for rethinking language instruction. I think this project is crucial in that regard as it comes to equip language teachers and learners to push language instruction in RLL towards a more just and inclusive model of education.

Toby

he/él

DOB: April 25, 2020

Adoption Date: July 10, 2020

Some hobbies include standing on two feet, taking out the garbage, eating furniture, and growling at horses.

Coco

she/ella

DOB: June 10, 2020

Adoption Date: August 5, 2020

Some hobbies include climbing stairs, wagging her tail, receiving hugs, and chasing Toby around the house.