We will open with Elga Cremades’ paper, “Sociolinguistic Competence and Language Ideologies in the Classroom: The Case of the Balearic Islands.” This study explores how the island’s evolving linguistic landscape—shaped by globalization and demographic change—has influenced young people’s language attitudes and educational experiences. The study asks: What linguistic ideologies prevail among the youth of the Balearic Islands? How do secondary school teachers respond to these ideologies while navigating linguistic diversity in their classrooms? And which pedagogical practices most effectively foster sociolinguistic competence? Drawing on the project Actituds i usos lingüístics de les Illes Balears (AULIJOVIB), the research combines quantitative and qualitative data on language attitudes and usage among young people. It further integrates insights from a survey answered by high school teachers, highlighting both the challenges of multilingual education and opportunities for improving classroom practice. The paper concludes with a series of practical, research-informed activities designed to strengthen students’ sociolinguistic competence. This might offer educators concrete strategies to promote critical language awareness and inclusive learning in diverse classroom contexts.

Following this, James Ramsburg’s paper, “The Role of Dialect Awareness in the Acquisition of Spanish and Catalan,” examines the impact of dialect awareness on language acquisition, particularly from the perspectives of Spanish and Catalan teachers. This study delves into how recognition and understanding of dialectal differences influence the learning of these languages. It investigates the phonological, syntactic, and lexical variations found in regional dialects and how these are approached in educational settings. Ramsburg’s research reviews the responses of language educators, analyzing their perspectives on the role dialect awareness plays in enhancing linguistic proficiency. The study also looks at the sociolinguistic importance of dialect awareness in fostering cultural sensitivity and identity among learners, highlighting the necessity of integrating dialect-focused approaches in language teaching. The findings underscore the significance of such approaches in creating a more comprehensive and effective language learning experience.

The session’s final paper, “Diversity for All: Gender-Inclusive Language in Spanish and Catalan Education,” by Yoko Hama and Bel Olid, addresses the challenges and opportunities in representing all genders within the grammatical systems of Spanish and Catalan, which traditionally operate on a binary structure. This paper explores the increasing popularity of neopronouns and neomorphemes to refer to nonbinary individuals and to move away from the generic masculine. Despite resistance from linguistic authorities like the Real Academia de la Lengua Española and the Institut d’Estudis Catalans, the paper argues for the critical importance of including gender-inclusive forms in language classes. This approach not only makes classrooms more diverse and welcoming but also prepares students for a rapidly evolving linguistic reality. Hama and Olid support their arguments with results from interviews and surveys conducted among Spanish instructors and students in the Midwest, reflecting on their experiences with gender inclusivity and linguistic diversity in secondary education.

The presentations will culminate in a discussion led by Bel Olid, whose expertise in language instruction and queer pedagogy provides a unique perspective for synthesizing the insights from these papers. This session demonstrates that embracing linguistic diversity in the Romance language classroom goes beyond merely accommodating different dialects or linguistic expressions. It involves a deep understanding and integration of the complexities of gender, culture, and identity into language teaching. This approach is vital for creating an inclusive, responsive educational environment that celebrates the linguistic and cultural diversity inherent in the Romance languages. Our goal is to equip educators with innovative strategies and insights to effectively navigate and enrich the learning experience in linguistically and culturally diverse classrooms, fostering an atmosphere of acceptance and understanding that resonates beyond the classroom walls.