Sexismo lingüístico y lenguaje inclusivo en el aula de español lengua extranjera

Abstract

The social debate around the concepts of linguistic sexism and inclusive language has led to some proposals that have altered, to different degrees, the Spanish-speaking community communicative uses. After a short terminological revision and a critical analysis of both the stances this phenomenon has generated, this article suggests that, regardless on the position, inclusive language remains up-to-date and with a linguistic and social impact. These attributes justify its objective and well-founded presentation in the Spanish as a foreign language classroom. In absence of specific materials, a didactic sequence has been designed in the shape of a metalinguistic reflection for C levels students that will equip them with the necessary tools to identify the different inclusive language proposals, their motivation and the problems they can present.