Abstract
This chapter explores teaching practices related to the incorporation of inclusive language in the Portuguese language classroom. Language is an emblem of identity, and second/foreign learner identity influences motivation and, ultimately, acquisition. Furthermore, denial of participation in a learning community causes marginalization. Thus, inclusion of nonbinary students in the L2 community becomes a matter of social justice, whose key principles include eliminating inequity and promoting diversity. Soares and Silva investigated attitudes toward the use of neutral and inclusive languages by instructors of Portuguese, which has a masculine/feminine split in grammatical gender and found that most participants (70.7%) were open to the incorporation of gender-inclusive forms in the language. However, participants expressed a need for pedagogical materials that facilitated the incorporation of gender-inclusive forms in the Portuguese language classroom. The pedagogical activities presented here respond in part to such a need. This chapter includes nonbinary language statements for syllabi purposes, as well as examples of activities and ideas to incorporate LGBTQIA+ issues and nonbinary language in daily lessons.