The study of language learning processes has been at the forefront of educational research, particularly as local contexts have become increasingly multilingual. As a result of these changes, multilingualism has emerged as a defining characteristic of European societies, driven by factors such as migration, globalization, and European integration (Cenoz & Gorter, 2017). Within European contexts, language learning processes are critically important for fostering social cohesion, economic development, social equity, and intercultural dialogue. Furthermore, as Europe becomes more diverse, the preservation and revitalization of minority languages have gained prominence within educational and policy frameworks. Learning minority languages is not only a matter of linguistic proficiency but also a crucial aspect of cultural identity and social participation (Barni & Bagna, 2009). Moreover, research has demonstrated that supporting the acquisition of minority languages can yield cognitive, social, and economic benefits, enhancing overall academic achievement and facilitating greater integration into broader society (Cummins, 2000). Consequently, the development of effective and equitable language learning frameworks is necessary to equip individuals with the linguistic skills required to navigate diverse and interconnected environments. Additionally, language learning extends beyond the mere acquisition of vocabulary and grammar (Kramsch, 2006).

In this regard, language education must not only focus on proficiency in specific languages but also integrate an understanding of their sociopolitical dimensions. Schools and classrooms function as socializing agents that transmit societal values and play a key role in shaping students' subjectivities (Trujillo, 2021). The relationship between language learning processes and gender in multilingual contexts is a complex issue. According to the theory of performativity, gender is produced through the repeated stylization of specific social norms, which lie at the core of the binary subject division framework (Butler, 2004). In the context of language learning, the reenactment of such acts is of particular interest, as language learning is an interactional process wherein individual and social discourse is (re)produced. Power, control, and knowledge are key factors that emerge in discourse exchanges and significantly influence interactional patterns, shaping how individuals position themselves within language learning environments and affecting their access to linguistic resources (Foucault, 1966).

Within the field of affective factor research, Communicative Language Anxiety (CLA) processes have garnered scholarly attention (Gkonou et al., 2016; Pavlenko, 2001;). CLA is defined as the apprehension associated with communication, which can hinder language learners' performance and overall acquisition (Horwitz et al., 1986). It is a crucial element in the language classroom (Dewaele et al., 2016). While various studies have examined the relationship between CLA and gender, there remains a lack of robust literature and empirical evidence that sheds light on this complex interaction. The sociopolitical context, which often privileges certain forms of masculinity, is expected to contribute to the generation of CLA. However, the role of power and control in CLA development remains an underexplored area.

The present study aims to explore the role of power and control in relation to CLA processes within the complex multilingual context of the Basque Autonomous Community. In this setting, language learning entails the acquisition of two official languages, Basque (a minority language) and Spanish, as well as a foreign language (English). A mixed-methods study was designed to investigate the interaction between CLA in these three languages and gender. Ad-hoc questionnaires were administered to collect data on students' CLA levels. Additionally, semi-structured interviews were conducted. Participants included multilingual secondary school students aged 14 to 18, all of whom were learning at least one foreign language and had three compulsory language subjects at school.

A mixed-methods study was designed to explore the interaction between Communicative Language Anxiety (CLA) in Basque, Spanish, and English, and gender. Quantitative data was analysed using both descriptive and inferential statistical methods, while thematic analysis was employed to interpret the qualitative findings. Ad-hoc questionnaires were administered to collect data on students' CLA, and the results were analysed using the SPSS 28 software. Additionally, semi-structured interviews were conducted and data from the interviews was analysed using Atlas.ti software. Participants included multilingual secondary school students aged 14 to 18, who were learning three languages: Basque (minority language), Spanish (majority language), and English (foreign language). In line with ethical guidelines, this research project was reviewed and approved by the Ethical Commission of the UPV/EHU (CEISH-UPV/EHU, BOPV 32, 17/2/2014). Ethical approval was granted for every stage of the study, and the project was registered under the code number M10_2019_235 and accord 117/2019. For the quantitative component, descriptive and inferential analyses were conducted. As the data did not follow a normal distribution, non-parametric tests were applied. Specifically, Kruskal-Wallis H tests were used to compare medians and identify potential differences between gender groups. Furthermore, multiple linear regression analyses were used to explore how gender interacted with CLA when other relevant sociolinguistic variables were considered. These included age, degree of multilingualism, frequency of language use, and language proficiency. For the qualitative component, thematic analysis was used to analyse and interpret the data. The thematic analysis findings were compared with recent literature, particularly studies on the influence of power dynamics and gender on language anxiety (for instance, Dewaele et al., 2016; Gonen et al., 2022; Vashishta et al., 2023).

This study explores the relationship between gender, power dynamics, and Classroom Language Awareness (CLA) in multilingual classrooms, revealing how these factors influence student interactions and language anxiety. Significant differences were found between gender groups, with girls scoring higher in CLA across all languages (p < .005). However, no other significant gender differences were observed when considering other gender groups. Multiple linear regressions indicated that the impact of gender varied depending on the target language, suggesting that CLA is influenced by both gender and language. These patterns were further reflected in students' lived experiences, as revealed through focus group interviews, showing how societal gender norms shape students' language learning processes. The study highlights the complexity of CLA as a multifaceted phenomenon, emphasizing that gender interacts with various factors, creating intricate, multilayered connections. These findings call for a more nuanced, gender-sensitive approach to language education. Educators are urged to adopt inclusive teaching practices that consider the diverse ways gender shapes learning and language use. Theoretical implications extend beyond the classroom, providing new insights into how gender and linguistic identity intersect within broader societal contexts. By comparing the results with both national and international research, the study contributes to the understanding of how gender influences language awareness in different cultural settings. Using a transfeminist and queer theoretical framework, which is innovative in this research area, the study offers fresh perspectives on the intersection of gender, language, and power. This approach provides actionable insights for promoting more equitable and inclusive classrooms. The findings hold important implications for language education and equality policies, particularly in European contexts where gender equality and linguistic diversity are crucial. They align with the United Nations' Sustainable Development Goals (SDGs), particularly Goal 5 (Gender Equality) and Goal 4 (Quality Education), offering opportunities to promote more inclusive educational systems.

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