Preservice Spanish teachers’ perceptions on linguistic sexism: towards the integration of norm and GFL

Abstract

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.

Keywords:

• Language usage
• language planning
• preservice teacher education
• sex equality
• Spanish

Disclosure statement

No potential conflict of interest was reported by the authors.

Competing interest statement

The authors declare that there are no relevant financial or non-financial competing interests to report.