Artículo
Preservice Spanish teachers’ perceptions on linguistic sexism: Towards the integration of norm and GFL procedures
Autor/es | Gómez Camacho, Alejandro
Núñez Román, Francisco Hunt Gómez, Coral Ivy Corujo Vélez, Carmen |
Departamento | Universidad de Sevilla. Departamento de Didáctica de la Lengua y la Literatura y Filologías Integradas |
Fecha de publicación | 2022 |
Fecha de depósito | 2024-03-12 |
Publicado en |
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Resumen | This article examines preservice Spanish teachers’ perceptions of linguistic sexism,
norm, and use in Spanish. Analysis of 723 participants’ answers showed that sexism and
linguistic non-adequacy were associated. Results ... This article examines preservice Spanish teachers’ perceptions of linguistic sexism, norm, and use in Spanish. Analysis of 723 participants’ answers showed that sexism and linguistic non-adequacy were associated. Results proved that the exclusion of women from the generic masculine in Spanish was considered sexist, and that participants used some Gender Fair Language (GFL) mechanisms to make women visible when deemed necessary, especially with professions. Also, regardless of its adherence to norm, linguistic sexism was perceived as grammatically wrong. Thus, GFL criteria were finding their way into use even if contrary to norm. Therefore, policies based on direct intervention in the training of preservice teachers Spanish as a first language would produce a more egalitarian use of language. |
Cita | Gómez Camacho, A., Núñez Román, F., Hunt Gómez, C.I. y Corujo Vélez, C. (2022). Preservice Spanish teachers’ perceptions on linguistic sexism: Towards the integration of norm and GFL procedures. Language and Education, 36 (6), 509-522. https://doi.org/10.1080/09500782.2021.1981926. |
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