Gender-inclusive language in foreign language teaching: Relevance, challenges, and pedagogical potential

Abstract

Amid globalization and increased attention to human rights, gender-inclusive language (GIL) has become an important component of English Language Teaching (ELT). This study explores its role in promoting equality within the Kazakhstani educational context, where gender inequality persists and many ELT materials continue to reflect traditional stereotypes. GIL—including gender-neutral job titles, singular they, avoidance of generic masculine forms, and inclusive teacher talk—helps develop relevant linguistic competence, fosters intercultural awareness, and supports a psychologically safe learning environment. Despite these benefits, implementation faces challenges such as limited teacher training, conservative textbooks, and sociocultural resistance. The paper outlines strategies for integrating GIL into ELT, including adapting materials, modeling inclusive discourse, and teaching relevant grammar explicitly. Overall, the integration of GIL is essential for modernizing language education and fostering a culture of equality and respect