Using inclusive language at school: Reported and perceived use among teachers in Buenos Aires

Abstract

Inclusive language in Argentina is a matter of public debate, especially in the fi eld of education. However, there is little sociolinguistic research on who uses it, in what settings, and how it relates to other variants of gender morphology. To understand the sociolinguistic reality of inclusive language at school, a survey about reported use and attitudes towards gender morphology variants was conducted. A group of 429 teachers in the city of Buenos Aires (Argentina) participated in this study. We analyze generic masculine, duplication, neutralization, and nonbinary forms (i.e., [-e] or [-x]). This chapter presents fi ndings on reported and perceived use, including settings (in school, out of school), participants (with authorities, colleagues, families, or students), and modality (oral or written). Results show that gender duplication is the preferred form in all settings, thus reducing the use of generic masculine as unmarked. This preference, however, is stronger among women and younger speakers, as men and older participants still prefer the generic masculine. Second, perceived use shows that teachers consider innovative forms among colleagues and outside the classroom more than in asymmetric situations. This shows the importance of community in understanding linguistic innovation in school.