Making Spanish gender fair: a review of anti-sexist language reform attempts from a language planning perspective

Lomotey, Benedicta Adokarley

doi:10.1080/14664208.2017.1403217

Cited by 17 publications

(11 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, it requires a high degree of consciousness because such a morphological change impacts on other levels of the language as a system; thus, the syntactic and phonological levels also need to be accommodated to avoid syntagmatic inconsistencies. Because Spanish seems to be more permeable to this change in particular, it is the one which has unleashed controversies (Lomotey 2018;Mare 2018), and, as described at the beginning of this commentary, has made superintendents aware that the educational community demands guidance and a clear stance on all forms of gender inclusive language, and on this fourth form in particular.…”

Section: Inclusive Language In Spanishmentioning

confidence: 97%

“…Since the spread of demands on gender equity, diversity and social justice (Lomotey 2018;Pauwels 2003;Sunderland 2006) in relation to inclusive language, two particular phenomena have been observed in Spanish: (1) the introduction of a marked https://academic.oup.com/applij/advance-article/doi/10.1093/applin/amz026/5488500 form with the feminine morpheme in items which did not have it, and (2) the introduction of syntactic and morphological variations to identify mixed-gender groups.…”

Section: Inclusive Language In Spanishmentioning

confidence: 99%

See 1 more Smart Citation

Inclusive Language in Spanish as Interpellation to Educational Authorities

Banegas

López

2019

Applied Linguistics

View full text Add to dashboard Cite

The aim of this commentary is to discuss and promote discussion on some linguistic and pedagogical issues around the use of gender inclusive language, particularly the -e morpheme in plural forms, in Spanish. Its speakers are experiencing and becoming aware of language change in real time concerning the use of morphosyntactic choices that seek embrace gender equality, diversity, representation, and diversity. This language change impacts directly on formal education and educational administrators who are under pressure not only from different social actors but also from their own beliefs on whether they should promote, ignore, or mitigate the linguistic changes that society is producing through their situated practices. Against this background, to what extent are educational authorities professionally prepared to encourage academic discussions on inclusive language in education? How can applied linguists help? Having these questions as our Southern Cross, our commentary lies at the intersection of language change and educational authorities’ professional knowledge.

show abstract

Section: Inclusive Language In Spanishmentioning

confidence: 97%

Section: Inclusive Language In Spanishmentioning

confidence: 99%

Inclusive Language in Spanish as Interpellation to Educational Authorities

Banegas

López

2019

Applied Linguistics

View full text Add to dashboard Cite

show abstract

“…A la luz de los resultados obtenidos sobre la muestra estudiada, se puede afirmar que el alumnado universitario participante se manifiesta mayoritariamente convencido de la importancia del lenguaje en la percepción personal sobre los distintos sexos. Igualmente, se demuestra su creencia en que los cambios producidos en los usos lingüísticos sociales pueden contribuir a avanzar en la necesaria y justa igualdad entre hombres y mujeres, lo que resulta coherente con las conclusiones de otros estudios recientes (Adokarley Lomotey, 2018;Patev, Dunn, Hood y Barber, 2019;Castillo Sánchez y Mayo, 2019;Pesce y Etchezahar, 2019;Slemp, 2021).…”

Section: Conclusionesunclassified

Actitudes del alumnado universitario ante el lenguaje inclusivo y su debate en los medios de comunicación

Cremades

Portero

2022

Círc. lingüíst. apl. comun.

View full text Add to dashboard Cite

El debate sobre el uso del lenguaje inclusivo no es nuevo en países como España e Italia, pero su repercusión se ha visto multiplicada en los últimos años por las redes sociales y los medios de comunicación. Esta investigación pretende analizar las actitudes del alumnado universitario ante el lenguaje igualitario y ante el debate público sobre su uso. Para ello se ha llevado a cabo un estudio transeccional descriptivo con modelo mixto a través de cuatro instrumentos: cuestionario, foro, actividades y grupo de discusión. La muestra ha estado compuesta por estudiantes (N=242) de dos universidades de España e Italia y de cinco titulaciones. Entre las conclusiones obtenidas destaca el amplio grado de aceptación del lenguaje inclusivo por parte del alumnado universitario, así como su convicción de que el debate reflejado en los medios de comunicación puede beneficiar a la sociedad en su camino hacia una mayor igualdad

show abstract

“…The nature of the setting may also explain the positive regard of teachers to the adoption of gender inclusive language in the classroom. Lomotey (2017) found out that of all domains where feminist language planning could be effected, it is in formal settings like offices, schools and conferences that gender fair language is accepted and applied. People in these contexts are more open and welcoming of following "gender fair language suggestions while undertaking their responsibilities" in their social roles.…”

Section: Favoring the Adoption Of Gender Inclusive Languagementioning

confidence: 99%

Teachers’ Perceptions of Gender Inclusive Language in the Classroom

VIZCARRA-GARCIA

2021

IJLLT

View full text Add to dashboard Cite

There is a meager investigation of teachers’ views about gender-inclusive language. Considering this gap in the body of knowledge, this qualitative study sought to investigate the collective perception of higher education teachers particularly those in the teacher education program on the adoption of gender inclusive language in the classroom. Nine teachers participated in a semi-structured interview, which was recorded, transcribed and analyzed. Two themes emerged particularly (1) Communicating Instruction through Unbiased Parlance and (2) Favoring the Adoption of Gender Inclusive Language. Overall, the teachers showed an adequate understanding of gender inclusive language and unanimous support to its adoption inside the classroom as strengthened by their belief that it will promote gender equality and sensitivity among their students. Moreover, it will establish a sense of inclusivity thereby increasing student participation. Lastly, the participants believed that gender inclusive language is an evident trend in education that they cannot overlook. Hence, it is one of their responsibilities to adopt and integrate it into instruction.

show abstract

Making Spanish gender fair: a review of anti-sexist language reform attempts from a language planning perspective

Cited by 17 publications

References 31 publications

Inclusive Language in Spanish as Interpellation to Educational Authorities

Inclusive Language in Spanish as Interpellation to Educational Authorities

Actitudes del alumnado universitario ante el lenguaje inclusivo y su debate en los medios de comunicación

Teachers’ Perceptions of Gender Inclusive Language in the Classroom

Contact Info

Product

Resources

About