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Perceptions and Use of Inclusive Language in Spanish

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dc.contributor.advisor Leeman, Jennifer Scheinberg, Emily
dc.creator Scheinberg, Emily 2021-12-03 2022-06-07T23:06:20Z 2022-06-07T23:06:20Z
dc.description.abstract This thesis investigates the perceptions and use of gender-inclusive language in Spanish among Spanish speakers living in the United States. The term inclusive language encompasses a series of written and spoken strategies intended to provide more linguistic options apart from the traditional use of the generic masculine, with the ultimate goal of increasing the visibility and representation of people who identify as women and nonbinary within the Spanish language. These strategies include “doubling”, or using both the masculine and feminine form (e.g., los profesores y las profesoras, instead of los profesores); replacing the terminal -o with a graphical symbol such as @, *, or x; replacing the terminal -o with -e to neutralize gender; and/or the use of collective nouns (e.g., el profesorado) to replace the use of the generic masculine form. Extant literature about inclusive language in Spanish often analyzes the dynamics of the debate between language academies and activists, however the opinions and uses of day-to-day Spanish speakers are just beginning to be analyzed. Using survey and interview data, this thesis intends add to the growing body of literature about inclusive language, providing insight into current perceptions and uses of inclusive language in Spanish by speakers of diverse backgrounds. en_US
dc.language.iso en en_US
dc.subject Spanish en_US
dc.subject gender en_US
dc.subject inclusive language en_US
dc.subject Lenguaje inclusivo en_US
dc.title Perceptions and Use of Inclusive Language in Spanish en_US
dc.type Thesis en_US Master of Arts in Foreign Languages en_US Master's en_US Foreign Languages en_US George Mason University en_US

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