| This study explores heteronormative language in the formative assessment among Junior High School students, addressing the lack of research on sexual identity. It aims to understand the presence and impact of such language, considering the importance of gender theories and queer-friendly teaching practices. The specific objectives of the study are to determine the causes of heteronormative language in formative assessment, identify social factors affecting the assessment of JHS students, evaluate the effects of heteronormative language on English learners, and develop inclusive language guidelines to improve language acquisition and practice among ESL learners. Using a qualitative approach, particularly textual analysis, the study examines the language used in formative assessments. Drawing upon Queer theory and Queer Linguistics, the research identifies three key factors contributing to the persistence of heteronormative language: religion, ideology, and societal norm. These factors reinforce traditional heterosexual assumptions and marginalize diverse gender identities. However, the study also finds that students demonstrate openness and inclusivity in their discussions of gender identities, as reflected in their use of inclusive language. Despite this openness, the study uncovers negative effects of heteronormative language in formative assessments experienced by students. To address these issues, the study emphasizes the importance of developing inclusive language guidelines, which would create a safe and respectful language learning environment. These guidelines can be used by language educators and learners alike. By shedding light on the presence and impact of heteronormative language in formative assessments, the study contributes to the development of more inclusive pedagogical practices. |
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