No abstract

No abstract

No abstract

This paper is motivated by growing, inexorable tensions between societal impetus to advance inclusive (non-binary) linguistic change across many Spanish-speaking communities, and the seemingly removed reality of the Spanish as a world language classroom. As a first step in reconciling these tensions and breaking free from apparent disciplinary inertia, we set out to map out extant scholarly literature around these complex matters. This critical appraisal is inspired by and rhizomatically anchored in queer and decolonial theories and guided by the urgent need for radical (re)alignment of our language teaching praxis to advocate for diversity and inclusion beyond violently oppressive, colonial, cis-heteropatriarchal norms. We begin by tracing the genealogy of inclusive language change in Spanish, and various attempts across Spanishspeaking communities to broaden understandings of grammatical gender in ways that reflect inclusion of gender-diverse and gender nonconforming people. We then explore these linguistic changes in relation to the views of scholars and governing institutions, who may be seen as custodians of the language's standardisation, stability, and correctness. In so doing, we consider critically the traditional reliance of the (Spanish) language teaching field on prescriptive norms that may ultimately impair teachers' agentic responses to the realities of the classroom. Finally, we consider extant research across a variety of language teaching contexts and how this growing body of work may help inform renewed pedagogical praxis in the Spanish language classroom. We conclude by posing reflexive questions which we hope may prompt deeper, generative conversations around these matters.

No abstract