Inclusive Language in Spanish as Foreign Language (SFL): Problems and Didactic Proposals

Apstrakt

When teaching Spanish as FL, critical processing of new knowledge that promotes a dynamic of change and visualizes problems that avoid stereotypes, generalizations and prejudices is crucial. In terms of sexism, inequality and discrimination, there is a need in the last decade of the 21st century to seek for linguistic expressions that make visible and include gender and members of historically marginalized groups (including women and members of LGBTIQ+ communities) through inclusive language. As this is a cross-cutting issue, it is necessary to integrate different perspectives (linguistic-normative, sociolinguistic) to avoid polarized positions. The existence of this social concern, of which students are increasingly aware, makes it necessary to include inclusive language teaching in SFL curriculum. For this reason, this paper has the following main objectives: (1) raise teachers and students awareness of inclusive language issues from normative perspective (RAE 2020; NGLE 2009; Bosque 2012; Escandell-Vidal 2018, 2020) and sociolinguistic perspective (Bengoechea 2008, 2012, 2015a , 2015b, 2016; Lleidó 2012, 2013; del Valle 2018); (2) proposing different didactic proposals for SFL teaching in the context of critical literacy (Cassany 2010; Alexopulou, 2018; Parra and Serafini 2021) that develop in each learner both linguistic and sociolinguistic competence and awareness of the Spanish language such as cross-cultural competence, through critical thinking about the language and familiarization and visibility of gender diversity and different members of LGBTIQ+ communities.