Instructors' Navigation and Appropriation of Gender-Inclusive Spanish at a U.S. University

Autor/inn/en	Fuentes, Ronald; Soler, Inmaculada Gómez
Titel	Instructors' Navigation and Appropriation of Gender-Inclusive Spanish at a U.S. University
Quelle	In: Current Issues in Language Planning, 24 (2023) 5, S.534-553 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1466-4208
DOI	10.1080/14664208.2022.2150499
Schlagwörter	Gender Issues; Spanish; Language Teachers; Inclusion; School Policy; LGBTQ People; Language Attitudes; Second Language Instruction; Second Language Learning; College Faculty; Teacher Attitudes + Suchen Sie Ihr Suchwort? Geschlechterfrage; Spanisch; Language teacher; Sprachunterricht; Inklusion; Schulpolitik; Sprachverhalten; Fremdsprachenunterricht; Zweitsprachenerwerb; Fakultät; Lehrerverhalten
Abstract	Drawing on in-depth qualitative interviews, we examine Spanish language instructors' interpretation and appropriation of gender-inclusive language (GIL) policy at a U.S. university. Policy appropriation is represented as a spectrum with varying degrees of policy rejection, avoidance, and engagement across and within participants. Policy rejection was based on language as an inappropriate arena for LGBTQI+ rights, prescriptivists views of language, and language authorities' rejection of GIL; policy avoidance was based on lack of authority and prescriptive views of language; and policy engagement was rooted in ideas related to identity, representation, and inclusion. This study makes a contribution to understanding foreign language instructors' appropriation of GIL in an Anglophone context and the complex realities and views that impact policy implementation. Since GIL is gaining prominence across the world, we suggest that foreign language departments encourage academic discussions on GIL so that instructors can make informed decisions about how and why to integrate GIL in the teaching of Spanish as a foreign language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01