ANEXO 1. Ejemplos de diálogos en inglés para abordar las identidades transgénero en el salón de clases. Student: José Luis Guzmán Cisneros Activity on Transgender identities and how to approach them in the classroom. Dialogue on inclusive language. Andres: Good morning miss, how can I help you today? Ana: Good morning, today I have come to change my gender in my documents, and please do not refer to me in terms of men, so I iden- tify myself as a non-binary person. Andres: What a shame, how so? If you are not a woman, would you not be a man? Ana: No, this is a misunderstanding that many people have, since there are not only two genders. I am a non-binary person, which means that I do not identify myself as a man or a woman, so I want to make a clarification in my documents. Andres: I offer my apologies, how would you prefer me to refer to you? Ana: I prefer the pronoun “ze/zir/zirs”, this emerged through inclusi- ve language, where people like me, we identify ourselves; You chan- ge this when you go to say “she” or “he”. Also when you specify gender pronouns, for example, instead of saying the two of us are talking, you say us. Andres: And how do I know the correct way to refer to a person and when to do it? Ana: Very simple, you can always ask people for their pronouns. In addition, you can implement inclusive language strategies in your day to day, for example trying not to specify gender when speaking. Andres: Well, it doesn’t seem very complicated, but I’m still a bit confused to be honest. Ana: This is normal, we are used to speaking in a certain way, but it is never too late to start changing and being more inclusive. If you 65
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