Didattica inclusiva dell’italiano L2/LS tra lingua e identità di genere
In some cases, the teaching of Italian as an L2/LS language continues to perpetuate gender stereotypes, sexist or discriminatory elements. When this is not the case, however, it often fails to offer those approach-ing the study of Italian the tools and materials to address relevant issues and themes...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/165374 |
| Acceso en línea: | https://hdl.handle.net/11441/165374 https://doi.org/10.14746/strop.2024.51.2.1 |
| Access Level: | acceso abierto |
| Palabra clave: | Italian language gender identity inclusivity sexism Teaching Italian as an L2/LS |
| Sumario: | In some cases, the teaching of Italian as an L2/LS language continues to perpetuate gender stereotypes, sexist or discriminatory elements. When this is not the case, however, it often fails to offer those approach-ing the study of Italian the tools and materials to address relevant issues and themes in the contemporary debate such as gender identity and the importance of using inclusive language. Aware that the didactics of Italian can be a fundamental tool for building a context of coexistence of differences, we want to reflect on the Italian situation and present some didactic proposals that can allow to combine in the Italian classroom a language education a reflection on gender identity. |
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