Barrett, Emma2026-04-152026-04-152026-04-15http://hdl.handle.net/10393/51536https://doi.org/10.20381/ruor-31857This study explores the ways gender-neutral or gender-inclusive French language is making its way into Ontario public anglophone FSL classrooms. Ontario French curriculum, and Ontario public school board policies and guidelines were examined. Six gender nonconforming participants underwent semi-structured interviews, detailing their experiences in French classes as recent graduates from Ontario public anglophone schools. From these two lines of evidence, two articles are presented. The first highlights the curriculum and policy documents and their mentions (or lack-there-of) of inclusive or gender-neutral French. The second amplifies the individual voices of the six participants who share their experiences of (in)visibility, representation, and belonging in the French classroom. Suggested improvements for French education from participants are presented.enAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/FrenchOntarioGender IdentityEducationNonbinaryFrench LanguageThesis