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Actitudes lingüísticas de l...

Actitudes lingüísticas de los maestros bogotanos hacia el lenguaje inclusivo

2022

There are several proclamations advocating the continued use of inclusive language in classrooms in order to reduce the gaps of discrimination and intolerance to diversity in the field of education. The study is part of the qualitative approach with a descriptive scope. The sociolinguistic questionnaire and the Likert scale were used in the measurement of linguistic attitudes, instruments of the direct method. In the findings, it is observed that negative linguistic attitudes are based on language correction and the guidelines established by the Real Academia Española. In addition, some teachers consider that it is necessary to rethink the notion of inclusive language, since the current one does not involve the school context in its entirety. It is concluded that teachers assume linguistic standardization in the assessment of inclusive Language and, at the same time, they consider that the forms of inclusive language are not embedded in their linguistic variety

There are several proclamations advocating the continued use of inclusive language in classrooms to reduce the gaps of discrimination and intolerance to diversity in the field of education. The study is part of the qualitative approach with a descriptive scope. The sociolinguistic questionnaire and the Likert scale were used in the measurement of linguistic attitudes, instruments of the direct method. In the findings, it is observed that negative linguistic attitudes are based on language correction and the guidelines established by the Real Academia Española. In addition, some teachers consider that it is necessary to rethink the notion of inclusive language, since the current one does not involve the school context in its entirety. It is concluded that teachers assume linguistic standardization in the assessment of inclusive Language, and, at the same time, they consider that the forms of inclusive language are not embedded in their linguistic variety

Son diversas las proclamas que abogan por el uso constante del lenguaje inclusivo en las aulas de clase con el objeto de disminuir las brechas de discriminación e intolerancia ante la diversidad en el ámbito educativo. El presente estudio analiza las actitudes lingüísticas de los maestros bogotanos de la escuela pública respecto de la utilización del lenguaje inclusivo. La investigación se inscribe en el enfoque cualitativo con un alcance descriptivo. Se empleó el cuestionario sociolingüístico y la escala de Likert en la medición de las actitudes lingüísticas, instrumentos propios del método directo. En los hallazgos, se observa que las percepciones lingüísticas negativas se fundamentan en la corrección idiomática y en las directrices establecidas por la Real Academia Española. Asimismo, algunos maestros consideran necesario replantear la noción de lenguaje inclusivo, pues la actual no involucra el contexto escolar en su totalidad. Se concluye que los docentes asumen la normalización lingüística en la valoración del lenguaje inclusivo y, al mismo tiempo, consideran que las formas @, -e, -x no están insertas en su variedad lingüística

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analitica Rebiun32105911 https://catalogo.rebiun.org/rebiun/record/Rebiun32105911 221128s2022 xx o 000 0 spa d https://dialnet.unirioja.es/servlet/oaiart?codigo=8604312 (Revista) ISSN 1900-3803 S9M oai:dialnet.unirioja.es:ART0001549071 https://dialnet.unirioja.es/oai/OAIHandler 19 DGCNT S9M S9M dc Actitudes lingüísticas de los maestros bogotanos hacia el lenguaje inclusivo electronic resource] 2022 application/pdf Open access content. Open access content star There are several proclamations advocating the continued use of inclusive language in classrooms in order to reduce the gaps of discrimination and intolerance to diversity in the field of education. The study is part of the qualitative approach with a descriptive scope. The sociolinguistic questionnaire and the Likert scale were used in the measurement of linguistic attitudes, instruments of the direct method. In the findings, it is observed that negative linguistic attitudes are based on language correction and the guidelines established by the Real Academia Española. In addition, some teachers consider that it is necessary to rethink the notion of inclusive language, since the current one does not involve the school context in its entirety. It is concluded that teachers assume linguistic standardization in the assessment of inclusive Language and, at the same time, they consider that the forms of inclusive language are not embedded in their linguistic variety There are several proclamations advocating the continued use of inclusive language in classrooms to reduce the gaps of discrimination and intolerance to diversity in the field of education. The study is part of the qualitative approach with a descriptive scope. The sociolinguistic questionnaire and the Likert scale were used in the measurement of linguistic attitudes, instruments of the direct method. In the findings, it is observed that negative linguistic attitudes are based on language correction and the guidelines established by the Real Academia Española. In addition, some teachers consider that it is necessary to rethink the notion of inclusive language, since the current one does not involve the school context in its entirety. It is concluded that teachers assume linguistic standardization in the assessment of inclusive Language, and, at the same time, they consider that the forms of inclusive language are not embedded in their linguistic variety Son diversas las proclamas que abogan por el uso constante del lenguaje inclusivo en las aulas de clase con el objeto de disminuir las brechas de discriminación e intolerancia ante la diversidad en el ámbito educativo. El presente estudio analiza las actitudes lingüísticas de los maestros bogotanos de la escuela pública respecto de la utilización del lenguaje inclusivo. La investigación se inscribe en el enfoque cualitativo con un alcance descriptivo. Se empleó el cuestionario sociolingüístico y la escala de Likert en la medición de las actitudes lingüísticas, instrumentos propios del método directo. En los hallazgos, se observa que las percepciones lingüísticas negativas se fundamentan en la corrección idiomática y en las directrices establecidas por la Real Academia Española. Asimismo, algunos maestros consideran necesario replantear la noción de lenguaje inclusivo, pues la actual no involucra el contexto escolar en su totalidad. Se concluye que los docentes asumen la normalización lingüística en la valoración del lenguaje inclusivo y, al mismo tiempo, consideran que las formas @, -e, -x no están insertas en su variedad lingüística LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI Spanish Actitudes lingüísticas Lenguaje inclusivo Educación Linguistic attitudes Inclusive language Education Atitudes lingüísticas Linguagem inclusiva Educação text (article) Mahecha Ovalle, Andrés. cre Entramado, ISSN 1900-3803, Vol. 18, Nº. 2, 2022 (Ejemplar dedicado a: Entramado; e-8037), pag. 22 Entramado, ISSN 1900-3803, Vol. 18, Nº. 2, 2022 (Ejemplar dedicado a: Entramado; e-8037), pag. 22 Entramado, ISSN 1900-3803, Vol. 18, Nº. 2, 2022 (Ejemplar dedicado a: Entramado; e-8037), pag. 22

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analitica Rebiun32105911 https://catalogo.rebiun.org/rebiun/record/Rebiun32105911 221128s2022 xx o 000 0 spa d https://dialnet.unirioja.es/servlet/oaiart?codigo=8604312 (Revista) ISSN 1900-3803 S9M oai:dialnet.unirioja.es:ART0001549071 https://dialnet.unirioja.es/oai/OAIHandler 19 DGCNT S9M S9M dc Actitudes lingüísticas de los maestros bogotanos hacia el lenguaje inclusivo electronic resource] 2022 application/pdf Open access content. Open access content star There are several proclamations advocating the continued use of inclusive language in classrooms in order to reduce the gaps of discrimination and intolerance to diversity in the field of education. The study is part of the qualitative approach with a descriptive scope. The sociolinguistic questionnaire and the Likert scale were used in the measurement of linguistic attitudes, instruments of the direct method. In the findings, it is observed that negative linguistic attitudes are based on language correction and the guidelines established by the Real Academia Española. In addition, some teachers consider that it is necessary to rethink the notion of inclusive language, since the current one does not involve the school context in its entirety. It is concluded that teachers assume linguistic standardization in the assessment of inclusive Language and, at the same time, they consider that the forms of inclusive language are not embedded in their linguistic variety There are several proclamations advocating the continued use of inclusive language in classrooms to reduce the gaps of discrimination and intolerance to diversity in the field of education. The study is part of the qualitative approach with a descriptive scope. The sociolinguistic questionnaire and the Likert scale were used in the measurement of linguistic attitudes, instruments of the direct method. In the findings, it is observed that negative linguistic attitudes are based on language correction and the guidelines established by the Real Academia Española. In addition, some teachers consider that it is necessary to rethink the notion of inclusive language, since the current one does not involve the school context in its entirety. It is concluded that teachers assume linguistic standardization in the assessment of inclusive Language, and, at the same time, they consider that the forms of inclusive language are not embedded in their linguistic variety Son diversas las proclamas que abogan por el uso constante del lenguaje inclusivo en las aulas de clase con el objeto de disminuir las brechas de discriminación e intolerancia ante la diversidad en el ámbito educativo. El presente estudio analiza las actitudes lingüísticas de los maestros bogotanos de la escuela pública respecto de la utilización del lenguaje inclusivo. La investigación se inscribe en el enfoque cualitativo con un alcance descriptivo. Se empleó el cuestionario sociolingüístico y la escala de Likert en la medición de las actitudes lingüísticas, instrumentos propios del método directo. En los hallazgos, se observa que las percepciones lingüísticas negativas se fundamentan en la corrección idiomática y en las directrices establecidas por la Real Academia Española. Asimismo, algunos maestros consideran necesario replantear la noción de lenguaje inclusivo, pues la actual no involucra el contexto escolar en su totalidad. Se concluye que los docentes asumen la normalización lingüística en la valoración del lenguaje inclusivo y, al mismo tiempo, consideran que las formas @, -e, -x no están insertas en su variedad lingüística LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI Spanish Actitudes lingüísticas Lenguaje inclusivo Educación Linguistic attitudes Inclusive language Education Atitudes lingüísticas Linguagem inclusiva Educação text (article) Mahecha Ovalle, Andrés. cre Entramado, ISSN 1900-3803, Vol. 18, Nº. 2, 2022 (Ejemplar dedicado a: Entramado; e-8037), pag. 22 Entramado, ISSN 1900-3803, Vol. 18, Nº. 2, 2022 (Ejemplar dedicado a: Entramado; e-8037), pag. 22 Entramado, ISSN 1900-3803, Vol. 18, Nº. 2, 2022 (Ejemplar dedicado a: Entramado; e-8037), pag. 22