Abstract

This study investigates the utilisation of GFL by three English as a foreign language (EFL) teachers who serve as linguistic role models for their students at a Thai university. It challenges the belief that gender representation is limited to only males and females, highlighting the need for inclusive practices in applied linguistics and TESOL. Thus, it suggests using they as the default pronoun when preferences are unknown, promoting inclusivity and respect for all genders. Drawing upon Trans-Affirming Queer Inquiry-Based Pedagogies (TAQIBPs) as a conceptual framework and employing an exploratory qualitative approach, the research utilises classroom observations and individual interviews as data collection tools. The findings reveal that while the teachers acknowledged the importance of GFL in fostering inclusivity and respect, and eradicating gender biases, they still employed gendered language in certain instances. Notably, this occurred when providing specific examples during lessons and referring to or addressing individual students. The continued use of gendered language can be attributed to limited access to GFL-compliant teaching materials, a lack of grammatically acceptable alternatives within the English language, and a shortage of neutral terms to address students in the classroom. The implications of these findings are discussed, and recommendations are provided.