Spanish Teacher Attitudes Toward Gender-Neutral Spanish Forms release_oskzgmvcerh5xagtgglqe5mgga

Abstract

This thesis examined sociolinguistic attitudes of Spanish teachers in the US regarding inclusive gender-neutral language forms, -x, -@ and -e and the novel third person singular pronoun elle. This is a relatively understudied area, especially within the classroom setting. However, nonbinary visibility and acceptance has been on the rise in the US in recent years. It follows that many members of the nonbinary student population in the US will enroll in Spanish courses during their education, and teachers of Spanish will need to be prepared to recognize nonbinary identities in the Spanish language. However, the attitudes held by Spanish teachers regarding nonbinary or gender-neutral language remain largely unexamined. Results of the study indicate that participant attitudes are, on the whole, quite positive and that –e is the preferred form among teachers. However, the demographic variables of age, gender, and LGBTQ+ identity have noticeable effects on teacher attitudes regarding these forms.
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