The study investigated teachers’ level of knowledge on gender responsive language and how they apply in teaching and learning process to enhance equitable participation in learning. The study was conducted in Monduli district and Mbulu town council from Tanzania mainland. The study adopted a mixed methods research approach following concurrent embedded design. Eight schools were selected from which 146 teachers and 220 students were sampled to participate in the study. Data were collected through questionnaire, interviews and classroom observations. Then, thematic content analysis technique was used for qualitative data while descriptive analysis was conducted for quantitative data. The findings show that secondary school teachers had limited knowledge on gender responsive language which constrained their ability to use gender responsive language in classroom. Teachers were observed to use gender neutral language and sometime they used phrases which perpetuate superiority and inferiority between boys and girls respectively. The study recommends for extra efforts to raise teachers’ knowledge on gender responsive language so that none of the student would be denied learning chances because of the gender irresponsive language.
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