Inclusive Language in Language Classes
Ingrid Petkova
University of PécsAbstract
The goal of this article is to draw attention to the importance of introducing inclusive language (IL) in second language classrooms. While there is an extensive literature on the topic of IL, there remains a gap in research focusing on its application in educational settings, particularly in second language teaching. After providing a brief overview of definitions and debates about IL, the article will offer recommendations for implementing IL in three languages: English (natural gendered), Spanish (grammatical gendered) and Hungarian (genderless). Finally, a few activities designed for these languages will be presented with the aim of encouraging second language teachers to integrate the topic of IL into their teaching practice with the purpose of developing students’ language skills and fostering reflection on the sociocultural implications of IL.Keywords:
second language classroom, inclusive language, linguistic sexism, gendered languagesReferences
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