A guide for the use of the game «guess who?» for practicing gender-neutral language in the efl
Western societies often operate within binary classifications, placing concepts in opposition, such as good/bad or male/female (Crawley et al., 2008). This classification results in hierarchical structures that privilege the dominant identity—in this case, the male perspective, although transversall...
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| Tipo de recurso: | capítulo de libro |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad de Burgos (UBU) |
| Repositorio: | Repositorio Institucional de la Universidad de Burgos (RIUBU) |
| OAI Identifier: | oai:riubu.ubu.es:10259/11489 |
| Acceso en línea: | https://hdl.handle.net/10259/11489 |
| Access Level: | acceso abierto |
| Palabra clave: | Lengua inglesa-Estudio y enseñanza Lenguaje no sexista English language-Study and teaching Nonsexist language |
| Sumario: | Western societies often operate within binary classifications, placing concepts in opposition, such as good/bad or male/female (Crawley et al., 2008). This classification results in hierarchical structures that privilege the dominant identity—in this case, the male perspective, although transversally, many more as well—resulting in the marginalisation of those who do not fit within these categories (Bergara et al., 2010). This marginalisation is not only evident in personal interactions but also in larger societal structures, such as educational systems, where these gendered assumptions are often reinforced through language and curriculum. |
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