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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Detalles Bibliográficos
Autor: Muñoz Martín, Lucía
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
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spelling A guide for the use of the game «guess who?» for practicing gender-neutral language in the eflMuñoz Martín, LucíaLengua inglesa-Estudio y enseñanzaLenguaje no sexistaEnglish language-Study and teachingNonsexist languageWestern 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.Dykinson202620262025info:eu-repo/semantics/bookPartinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/10259/11489reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)instname:Universidad de Burgos (UBU)InglésCartografía lúdica: enseñar, aprender, cuidar y transformar la cultura y la sociedad jugando, p. 769-783https://www.dykinson.com/libros/cartografia-ludica-un-mapa-vivo-por-explorar/9791370062736/Atribución-NoComercial 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessoai:riubu.ubu.es:10259/114892026-05-28T07:56:11Z
dc.title.none.fl_str_mv A guide for the use of the game «guess who?» for practicing gender-neutral language in the efl
title A guide for the use of the game «guess who?» for practicing gender-neutral language in the efl
spellingShingle A guide for the use of the game «guess who?» for practicing gender-neutral language in the efl
Muñoz Martín, Lucía
Lengua inglesa-Estudio y enseñanza
Lenguaje no sexista
English language-Study and teaching
Nonsexist language
title_short A guide for the use of the game «guess who?» for practicing gender-neutral language in the efl
title_full A guide for the use of the game «guess who?» for practicing gender-neutral language in the efl
title_fullStr A guide for the use of the game «guess who?» for practicing gender-neutral language in the efl
title_full_unstemmed A guide for the use of the game «guess who?» for practicing gender-neutral language in the efl
title_sort A guide for the use of the game «guess who?» for practicing gender-neutral language in the efl
dc.creator.none.fl_str_mv Muñoz Martín, Lucía
author Muñoz Martín, Lucía
author_facet Muñoz Martín, Lucía
author_role author
dc.subject.none.fl_str_mv Lengua inglesa-Estudio y enseñanza
Lenguaje no sexista
English language-Study and teaching
Nonsexist language
topic Lengua inglesa-Estudio y enseñanza
Lenguaje no sexista
English language-Study and teaching
Nonsexist language
description 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.
publishDate 2025
dc.date.none.fl_str_mv 2025
2026
2026
dc.type.none.fl_str_mv info:eu-repo/semantics/bookPart
info:eu-repo/semantics/publishedVersion
format bookPart
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/10259/11489
url https://hdl.handle.net/10259/11489
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Cartografía lúdica: enseñar, aprender, cuidar y transformar la cultura y la sociedad jugando, p. 769-783
https://www.dykinson.com/libros/cartografia-ludica-un-mapa-vivo-por-explorar/9791370062736/
dc.rights.none.fl_str_mv Atribución-NoComercial 4.0 Internacional
http://creativecommons.org/licenses/by-nc/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución-NoComercial 4.0 Internacional
http://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Dykinson
publisher.none.fl_str_mv Dykinson
dc.source.none.fl_str_mv reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)
instname:Universidad de Burgos (UBU)
instname_str Universidad de Burgos (UBU)
reponame_str Repositorio Institucional de la Universidad de Burgos (RIUBU)
collection Repositorio Institucional de la Universidad de Burgos (RIUBU)
repository.name.fl_str_mv
repository.mail.fl_str_mv
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