Pale 2008 by Inma Garín
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This presentation was used in my class with the students who registered for the programme "Refuerzo de Lenguas Extranjeras" in Valencia (CEFIRE)
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Practical 9 ximena beiras, gisela nacini
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Practical 9 ximena beiras, gisela nacini
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Clements_Starting and growing a conversation partner program (1)
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Understanding and Teaching Gender-Inclusive Language in Spanish Course
Dr. Jenny Santilli shares insights on the evolution of gender-inclusive language in the classroom in this training for Spanish teachers.
For more information about this course and Tool Kit, visit: https://www.speakinglatino.com/inclusive-language/
Understanding and Teaching Gender-Inclusive Language in Spanish Course Objectives:
Help you understand what gender-inclusive language is, why it exists and decide if you will teach it to your Spanish students.
Explore who uses gender-inclusive language throughout the world.
Discuss why it is important to teach and model.
Review how you may approach teaching gender-inclusive language with your students, parents and administrators.
Provide resources and materials to support you teaching gender-inclusive language.
Share information for further reading about gender-inclusive language in the real world.
Emily Leibrock
Learning a foreign language aids brain development by engaging both sides of the brain and supporting cognitive development, especially when learned early in life. A study of 67 sixth-graders learning French found that those who studied the language longest performed best on cognitive tasks. Teaching foreign languages fosters cultural competence by helping students understand and communicate with diverse cultures, which is important for reducing issues like misunderstandings due to differing cultural beliefs and communication styles. Being proficient in another language also provides professional advantages and prepares students for an increasingly global workforce and multicultural society.
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The document provides guidelines for inclusive language usage in Ecuadorian educational documents. It states that one of the Ministry of Education's objectives is to promote gender equity in society and education. To achieve this, it recommends using gender-neutral terms like "people" instead of "men" and "teachers" instead of "professors." When neutral terms do not exist, the masculine form should be used generically to refer to both sexes. This practice follows the Real Academia Española's recommendation and is meant to avoid overly wordy expressions while still recognizing both sexes. It is signed by the President and Education Minister of Ecuador.
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