?Ser o no ser (inclusivo)?: El sexismo en la enseñanza de inglés como lengua extranjera

VICTORIA MARTÍNEZ MUTRI; COLOMBO, LAURA

Lenguas V;vas

Instituto Enseñanza Superior en Lenguas Vivas "Juan Ramón Fernández"

Lugar: CABA; Año: 2020 vol. 20 p. 82 - 85

The aim of this paper is to assess the attitudes towards nonsexist language in English of the students and faculty at an English as a Foreign Language teaching training college. The focus is on their perception of ?sexist language?, their willingness to use gender-neutral terms, and their opinion about the feasibility of these proposed reforms. Beebe (1996) claims that EFL teachers should try to raise awareness about sexism in their English classrooms, not only due to the effects that it has to the detriment of women, but also because using sexist language may affect their students negatively by causing them, for example, to commit a social faux pas and not be considered for a job if they address an application letter to Dear Sirs but the recipient happens to be a female recruiter. Therefore, it is worth exploring how future EFL teachers react to sexist and nonsexist uses of their second language.