The objective of this study was to assess the prevalence of linguistic sexism in Afrikaans and its evolution over seven decades, reflecting possible societal changes. More specifically, the inquiry sought to investigate the presence of sexism in Afrikaans women's magazines from 1948 to 2020. To achieve this, a corpus was constructed using 57 editions of the Afrikaans women's magazine, rooi rose. The data was then analysed by means of the #LancsBox corpus software tool. Situated within the domain of language and gender, the study delved into the intricate interplay between linguistic and societal norms. We accept that there is a symbiotic and reciprocal relationship between language and the way humans experience the external world. This also applies to the relationship between a (specific) language and the way in which the concept of gender is embodied by speakers of the language. In particular, linguistic sexism, a subfield of the language and gender field, can be seen as the lens through which possible discrimination against women can be made visible. Linguistic sexism manifests inter alia through lexical items of the following types: forms of address and titles; gendered nouns like skryfster ("female author") and sekretaresse ("female secretary"); the generic he and the frequency of co-occurrence of the pronouns hy ("he"), hom ("him") and sy ("his") with gender-neutral nouns like baba ("baby"), kind ("child") and mens ("humankind", "man"). The findings from the rooi rose corpus paint a nuanced picture. While the prevalence of mevrou outweighs that of mejuffrou, suggesting a lingering gender bias, the diminishing gap between their usage indicates a gradual shift. However, traditions like beauty competitions perpetuate linguistic sexism, with titles like Mejuffrou Persoonlikheid ("Miss Personality") and Mejuffrou Glimlag ("Miss Smile") reinforcing traditional gender norms. Me, the Afrikaans equivalent of "Ms", appears so infrequently in the corpus that its frequency is negligible. The analysis of professional and personal names reveals a changing landscape, with certain terms evolving into gender-neutral descriptors, albeit with remnants of gender stereotypes persisting in certain contexts. The generic use of masculine pronouns ("hy", "hom", "sy") when referring to gender-neutral nouns underscores linguistic bias. GraphColl (a function of #LancsBox) was used to ascertain how many times hy ("he"), hom ("him") and the possessive pronoun sy ("his") refer to mens ("person"), kind ("child" and baba ("baby") where the gender of these words is uncertain. An example of such occurrences is the following: Wie kan werklik begryp wat die kind dink en voel en glo daar waar hy in sy eie beto-werde wêreldjie verlöre raak? ("Who can really understand what the child thinks and feels and believes where he gets lost in his own enchanted little world?") References to baba ("baby"), kind ("child") and mens ("person") in most cases show a clear preference for the male personal or possessive pronouns. To conclude, while the linguistic landscape of Afrikaans women in rooi rose demonstrates strides towards inclusivity, traces of entrenched linguistic biases endure, illustrating the complex interplay between language and societal norms.

Hierdie artikel ondersoek die taallandskap¹ van die Afrikaanse vrou soos wat dit te sien is in die rooi rose van 1948 - 2020 en vra of hierdie landskap, veral wat taalseksisme betref, soos te siene in rooi rose sedert 1948, verander het. Die rooi rose-korpus was die databron wat ontleed is met die moontlikhede wat korpuslinguistiek as metode bied. Die studie val in die sosiolinguistieksubveld wat in die breë as die taal-en-gender-veld bekend staan. Taalseksisme val in hierdie deelgebied. Taalseksisme (en gepaardgaande stereotipering) kom voor wanneer daar deur en in taal teen 'n geslag of gender gediskrimineer word. Kwantitatiewe navorsing is gebruik om frekwensies van leksikale items soos aan-spreekvorms en titels, die generiese hy en manlike en vroulike persoons- en beroepsname vas te stel. Soekwoorde binne konteks, soos wat verkry word in konkordansiereëls, asook kollokasies is kwalitatief ontleed. Die gevolgtrekking waartoe die studie kom, is dat daar verandering op te merk is wat die gebruik van sommige leksikale items betref. Daar is 'n frekwensieafname te bespeur in sommige titels en aanspreekvorme, maar die neutrale me (wat nie onderskeid tref wat huwelikstatus betref nie) word nie in die korpus aangetref nie. Afrikaans volg die wêreldtendens deur sommige manlike en vroulike selfstandige naamwoorde te vervang met een naamwoord wat na beide mans en vrouens kan verwys. Daar is egter nog tekens van taalseksisme in die korpus. Die generiese hy word tot 2020 nog baie gebruik en onderskeid word ook nog getref wat betref die huwelikstatus van vroue.

ABSTRACT In this research,1 we aim to analyze how misogyny establishes itself in an interaction on X (formerly Twitter) to legitimize hate speech, under the argument of opinion defense. Theoretically, in light of Interactional Sociolinguistics and Pragmatics, we conceive that impoliteness strategies contribute to the construction of linguistic-discursive violence scenarios in online-mediated interactions, as they both reduce interlocutive distance and generate sexist, misogynistic, patriarchal, and antifeminist metapragmatics. Methodologically, we adopted a qualitative approach to analyze an interaction on X based on the inclusion and exclusion criteria proposed in this study, using the netnographic method. Analytically, we observed that interlocutors C, E, and F frequently used impoliteness strategies in constructing opinion-based discourses to attack feminism and legitimize hate speech. research1 research 1 research, formerly Twitter speech defense Theoretically Pragmatics linguisticdiscursive linguistic discursive onlinemediated online mediated interactions sexist misogynistic patriarchal metapragmatics Methodologically study method Analytically C E opinionbased

RESUMO Almejamos analisar, nesta pesquisa1, como a misoginia se estabelece em uma interação no X (antigo Twitter), sob o argumento de defesa de opinião, para legitimar discursos de ódio. No âmbito teórico, concebemos, à luz da Sociolinguística Interacional e da Pragmática, que as estratégias de impolidez colaboram com a construção de cenários de violência linguístico-discursiva em interações mediadas on-line, na medida em que tanto reduzem a distância interlocutiva quanto geram metapragmáticas machistas, misóginas, patriarcais e antifeministas. No âmbito metodológico, inscrevemo-nos em uma abordagem qualitativa para, a partir do método netnográfico, analisarmos uma interação no X a partir dos critérios de inclusão e de exclusão propostos neste estudo. No âmbito analítico, constatamos que os interlocutores C, E e F se valeram, com frequência, de estratégias de impolidez na construção de discursos pautados na defesa de opinião para atacar o feminismo e legitimar discursos de ódio. analisar pesquisa1 pesquisa antigo Twitter, Twitter , Twitter) ódio teórico concebemos Pragmática linguísticodiscursiva linguístico discursiva online, online on line, line on-line machistas misóginas antifeministas metodológico inscrevemonos inscrevemo nos netnográfico estudo analítico C valeram frequência

Histories is die onderrig van Afrikaanse literatuur op skoolvlak Afrikanergesentreerd. Alhoewel daar sedert die politieke omwenteling in 1994 in Suid-Afrika pogings aangewend is om 'n inklusiewer letterkunde voor te skryf, oefen die voormelde geskiedenis steeds 'n invloed uit op hoe Afrikaans op skoolvlak onderrig word. Ondanks die skoolkurrikulum se transformatiewe beginsels en verbintenis tot sosiale regstelling, word min tekste voorgeskryf wat nie in 'n standaardvariëteit geskryf is nie. Voorts maak die pedagogiese benadering tot letterkundeonder-rig wat taalonderwysers volg min ruimte vir uiteenlopende interpretasies van literêre tekste. Gevolglik skep dit 'n gaping tussen die beginsels van die skoolkurrikulum en dit wat in die letterkundeklaskamer gebeur. Paris en Alim (2017) se "kultuurhandhawende pedagogie" (KHP) is 'n onderrigbenadering wat die onderhou en ontwikkeling van leerders se kulture sien as sentraal tot pedagogiek. Ons voer aan dat 'n KHP-benadering gepas is vir die onderrig van Afrikaanse literatuur, aangesien dit sal behels dat leerders se variëteite en kultuurpraktyke nie gesien word as buite of slegs aanvullend tot die pedagogiese projek nie, maar eerder sentraal daartoe staan. In hierdie artikel fokus ons op hoe twee gedigte ("Ouma Xhau" en "Ontheemding") in Lynthia Julius se bundel Uit die kroes (2020) op 'n KHP-wyse onderrig kan word op 'n manier wat leerders in staat stel om Oranjerivierafrikaans, die invloed van Nama op Afrikaans, orale literêre tradisies en kulturele ontheemding te verken. Ons analise sluit praktiese raad in oor hoe hierdie twee gedigte onderskeidelik benader kan word as 'n tipe portret en selfportret om sodoende die Europese portretkunstradisie en die uitdaag daarvan in die klaskamer te verken.

The legacy of apartheid continues to impact South African education, specifically the teaching of Afrikaans literature. After South Africa's first democratic elections in 1994, curriculum design for schools in post-apartheid South Africa was aimed at correcting historical injustices. Efforts have been made to transform the teaching and learning of Afrikaans at school level by, among other things, making the literature prescribed at school level more inclusive. The current school curriculum (the Curriculum and Assessment Policy Statement [CAPS]) builds on previous curricula in that it also aims to address the historical injustices of the South African educational model. In the CAPS for Afrikaans Home Language grades 10 to 12, it is advised that social transformation is to be achieved by promoting a sensitivity to diversity and an appreciation for indigenous knowledge systems (Department of Basic Education [DvBO] 2011:9; Schultz & Le Cordeur, 2019:549). Although the CAPS in principle regards learners' lived experiences as valuable, Schultz and Le Cordeur (2019:555) find that teachers and postgraduate education students are of the opinion that the aforementioned principles are not realised in practice in the literature classroom. This gap between the principles and practice can be attributed to the selection of prescribed literary texts that do not represent the socio-cultural diversity of the learners in the Afrikaans classroom as well as a preference for the "universal value judgement" approach to literature teaching which leaves little room for interpretations of literary texts that are informed by the diverse socio-cultural lived experiences of the learners in the Afrikaans classroom. As a response to the lack of diversity in the prescribed poetry as well as the need for pedagogical approaches empowering marginalised communities and valuing their knowledges, this paper proposes applying culturally sustaining pedagogy (CSP) principles to teaching Lynthia Julius's debut poetry collection, Uit die kroes (2020) in the Afrikaans Home Language classroom. CSP is a pedagogical approach developed by Django Paris and H. Samy Alim which centres students' culturally embedded ways of knowing, rather than viewing their existing knowledge as a stepping stone to sanctioned knowledge. By validating linguistic and cultural diversity, CSP can be employed to address the ongoing influence of apartheid on contemporary Afrikaans literature instruction while fulfilling the previously mentioned curriculum goals of social transformation. CSP offers an approach to education that positions marginalised students' own cultural backgrounds and linguistic practices as essential rather than supplementary to the pedagogical endeavour. Paris and Alim argue that the sustainment of non-dominant cultures and languages should be as important a pedagogical goal as the transference of subject knowledge. This article argues that CSP can provide significant benefits for the teaching of Afrikaans literature by considering students' own language varieties and cultural knowledge as classroom resources, while also enabling critical examination of hegemonic linguistic ideologies and the erasure of non-standard varieties and cultures. Rejecting assimilationist models, CSP validates fluidity and heterogeneity within communities. It also fosters critical examination of learners' own cultural practices including intracultural oppressive aspects, such as the sexism or homophobia within marginalised groups. CSP aligns well with the ways in which Julius's collection thematically engages history through what Barbara Boswell following on Gqola) calls the "re-memorying" of silenced perspectives. Its restorative ethics centre marginalised subjects and uphold pluralism, showing literary analysis' potential for recognition and engagement with the process of identity construction and marginalisation. As a case study, we examine how two poems from Uit die kroes, "Ouma Xhau" and "Ontheemding," could be productively taught to highlight features of the Oranjerivierafrikaans language variety, Nama cultural and its linguistic influences on Oranjerivierafrikaans, oral literary traditions, and personal experiences of cultural displacement and discrimination. The article outlines practical classroom strategies grounded in CSP for teaching these poems in order to centre marginalised cultural histories and sustain non-standard varieties of Afrikaans. We contend that "Ouma Xhau" can be considered a lyrical portrait of a historicalfigure, whereas "Ontheemding" rather functions as a type of autobiographical self-portrait. "Ouma Xhau" portrays an indigenous woman in what is today the Northern Cape, sharing her people's dispossession by colonialism. A CSP analysis of this poem involves contextualising oral traditions 'importance as knowledge systems by explaining literary conventions like collective storytelling. As assessment, we suggest that students could create oral histories or rap "portraits". Opportunities arise for learners from varied backgrounds to engage marginalised perspectives and enrich one another interculturally. "Ontheemding" depicts intergenerational displacement from the Nama language and culture caused by, amongst other things, urbanisation. Taking a CSP approach to teaching this poem acknowledges linguistic heterogeneity by validating students ' own backgrounds and experiences. Building sociolinguistic awareness, assessments like the writing of "self-portrait" poems encourage critical examination of the learners' linguistic experiences and community norms. Inclusion of diverse voices resists monolingual framings of literary pedagogy. Together, the teaching of these two poems offer opportunities for the sustaining of culture by focussing on absented histories through creative reimaginings. Themes of loss, identity negotiation and societal constraints promote development of analytical skills when approached via CSP. Its restorative ethics uphold pluralism through the inclusion of marginalised subjectivities. The teaching of literature can serve as a vehicle of reconstructing knowledge pluralistically when analysed through frameworks attentive to lived diversity and the power dynamics shaping meaning-making. Research into CSP's impacts is still emerging but indicates benefits for empowering marginalised learners and transforming discriminatory educational dynamics. Its varieties-inclusive, community-centred nature demonstrates potential for decolonising curricula historically privileging monolingual, Afrikaner-centric canons. Most essentially, CSP shows how literary analysis situates aesthetics within the socio-political by fostering critical thought around linguistic justice, cultural recognition and plurality through including and championing silenced subjectivities in knowledge production. Adopting CSP principles allows the teaching of Julius's collection to address the lack of non-standard language representation in Afrikaans literature curricula while achieving curriculum goals through a transformative lens attentive to diversity and social problems. Its restorative ethics reconstruct education as community-oriented rather than a process of assimilationist knowledge transfer. Analysis of the two poems highlights literature's capacity for enrichment when diverse experiences, marginalised histories and fluid cultural realities are taken as point of departure. Most significantly, CSP validates plurality as an intellectual and pedagogical strength central to knowledge formation compatible with democratic principles of inclusion and multivocality.

Resumen El objetivo es analizar cómo las relaciones raciales presentes en la sociedad brasileña interseccionan género y clase social, e influyen en la inserción en el mercado de trabajo formal de mujeres negras y blancas, a través de los discursos de estudiantes y agentes de empresas brasileñas que captan profesionales para su propia empresa o para otras empresas nacionales e internacionales. El estudio adopta el enfoque cualitativo y utiliza el corpus de 26 discursos que abarcan los factores lingüístico-textuales-discursivos imbricados en el proceso de referencia y en la construcción de significados, tomados del dialogismo bajtiniano y del Círculo. Las metanarrativas de los agentes de las empresas hacen hincapié en las relaciones raciales en el mercado laboral, en línea con el mito de la democracia racial, la meritocracia y la baja escolaridad de las mujeres. Las estudiantes destacan el racismo, el sexismo y la clase social como barreras para conseguir trabajo en el mercado privado. blancas internacionales 2 lingüísticotextualesdiscursivos lingüístico textuales discursivos significados Círculo laboral racial racismo privado

Abstract The aim is analyzing the race relations present in Brazilian society intersect gender and social class, and have an influence on the insertion in the formal labor market of black and white women through discourses of female students, and agents of Brazilian companies which capture professionals for their own company or for national and international other companies. The study adopts the qualitative approach. It uses the corpus of 26 discourses that encompass the linguistic-textual-discursive factors imbricated in the referencing process and in the construction of meanings, borrowed from Bakhtinian dialogism and Circle. The metanarratives of the agents of the companies emphasize race relations in the labor market, in line with the myth of racial democracy, meritocracy and the low schooling of women. The female students argue racism, sexism and social class as barrier to get a job in private labor market. approach 2 linguistictextualdiscursive linguistic textual discursive meanings Circle democracy racism

Resumo O objetivo é analisar como as relações raciais presentes na sociedade brasileira interseccionam gênero e classe social, e têm influência na inserção no mercado de trabalho formal de mulheres negras e brancas, por meio dos discursos de estudantes e de recrutadores brasileiros que atuam para suas próprias empresas ou para outras nacionais e internacionais. O estudo adota abordagem qualitativa e utiliza o corpus de 26 discursos que englobam os fatores linguístico-textual-discursivos imbricados no processo de referência e na construção de significados, emprestados do dialogismo Bakhtiniano e do Círculo. As metanarrativas dos responsáveis das empresas enfatizam as relações raciais no mercado de trabalho, em consonância com o mito da democracia racial, da meritocracia e da baixa escolaridade das mulheres. As alunas destacam o racismo, o sexismo e a classe social como barreira para conseguir um emprego no mercado privado. brancas internacionais 2 linguísticotextualdiscursivos linguístico textual discursivos significados Círculo racial racismo privado

Abstract In the last decades, cultural gender and feminist studies have significantly contributed to different forms of awareness about questions of gender identities, discrimination, and exclusion in postmodern societies. However, these ‘isms’ are still present in many forms of institutional and private discourses. In many parts of the world, and especially in Brazil, there is a considerable backlash in terms of conservative visions about social gender, materialised in different semiotic forms of meaning making. The main objective of this paper is to discuss the subtle ways in which banal sexism and linguistic violence are encoded in political discursive practices. Using Critical Discourse Analysis as my theoretical tool, I will discuss insults against women and minorities produced by the current President of Brazil, Jair Bolsonaro. decades identities discrimination societies However ‘isms isms discourses world Brazil making practices tool Bolsonaro

Resumo Os estudos de gênero cultural e a pesquisa feminista têm contribuído de diversas formas para a conscientização sobre questões de identidades de gênero, discriminação e exclusão. Na sociedade pós-moderna, no entanto, esses ‘ismos’ ainda estão presentes tanto em discursos institucionais como em privados. Em muitas partes do mundo, e no Brasil principalmente, há um retrocesso considerável em termos de visões conservadoras sobre questões de gênero social, materializadas em diferentes formas semióticas de se fazer sentidos. O objetivo principal deste artigo é o de discutir as maneiras sutis pelas quais o sexismo banal e a violência linguística são manifestadas em práticas político-discursivas. Combinando ferramentas teóricas da Análise Crítica do Discurso e da Análise Semiótica, discutirei os insultos contra mulheres e minorias produzidos pelo atual presidente do Brasil, Jair Bolsonaro. exclusão pósmoderna, pósmoderna pós moderna, moderna pós-moderna entanto ‘ismos ismos privados mundo principalmente social sentidos políticodiscursivas. políticodiscursivas político discursivas. discursivas político-discursivas Semiótica Bolsonaro

Resumo Partindo da articulação teórica entre a Análise de Discurso e a História das Ideias Linguísticas, este trabalho analisa o manual Femme, j’écris ton nom… Guide d’aide à la féminisation des noms de métiers, titres, grades et fonctions (1999), com o objetivo de refletir sobre a constituição do processo de manualização de uma linguagem não sexista, marcada pela feminização da língua. A manualização de uma língua feminizada produz um saber sobre o gênero morfológico, o que permite explicitar a formação da forma feminina dos nomes de profissões, funções, graus e títulos, e o manual Femme, j’écris ton nom… põe em evidência que as mulheres podem exercer (ou já exercem) qualquer profissão, e que o emprego do masculino como forma genérica é um erro e uma agressão contra a mulher.

Abstract Based on theoretical perspective of Discourse Analysis in conjunction with the History of Linguistic Ideas, this paper analyzes the manual Femme, j’écris ton nom... Guide d’aide à la féminisation des noms de métiers, titres, grades et fonctions (1999), aiming to reflect on what is the process of manualization of a non-sexist language, in which the feminization of language is present, and how it is established. By a feminized language manualization, it produces a knowledge about the morphological gender, explaining how to form the feminine of the names of professions, functions, degrees, and titles, and the Manual Femme, jécris ton nom marks that women can and carry on the different professions listed there in their guide, and that the male form as generic is a mistake and an aggression to the woman.

Resumen Desde la articulación teórica entre el Análisis del Discurso y la Historia de las Ideas Lingüísticas, este trabajo analiza el manual Femme, j’écris ton nom… Guide d’aide à la féminisation des noms de métiers, titres, grades et fonctions (1999), con el objetivo de reflexionar sobre la constitución del proceso de manualización de un lenguaje no sexista, marcado por la feminización de la lengua. La manualización de una lengua feminizada produce un saber sobre el género morfológico, lo que permite explicitar la formación de la forma femenina de los nombres de profesiones, funciones, grados y títulos, y el manual Femme, j’écris ton nom… pone en evidencia que las mujeres pueden ejercer (o ya ejercen) cualquier profesión, y que el empleo del masculino como forma genérica es un error y una agresión contra la mujer.

Résumé À partir de l’articulation théorique entre l’Analyse de Discours et l’Histoire des Idées Linguistiques, ce travail analyse le manuel Femme, j’écris ton nom… Guide d’aide à la féminisation des noms de métiers, titres, grades et fonctions (1999), dans le but de réfléchir sur la constitution du processus de manuélisation d’un langage non sexiste marqué par la féminisation de la langue. La manuélisation d’une langue féminisée produit un savoir sur le genre morphologique, ce qui permet d’expliciter la formation de la forme féminine des noms de métiers, fonctions, grades et titres, et le manuel Femme, j’écris ton nom… met en évidence que les femmes peuvent exercer (ou exercent déjà) n’importe quel métier et que l’emploi du masculin comme forme générique est une erreur et une agression contre la femme.

El ensayo que se presenta a la consideración gira en torno a un tema que ha generado controversias evidenciándose una vez más las posturas sexistas que persisten a pesar de las recomendaciones de la Unesco en torno al lenguaje no sexista. Muchas son las críticas que tratan de descalificar la necesidad de ser nombradas. Recordamos que lo que no se nombra no existe, razón suficiente para apostar por la visibilización de las mujeres a través de un lenguaje no sexista. El ensayo se apertura con una serie de reflexiones en torno al sexismo lingüístico diferenciándose tres grandes niveles: nivel léxico el cual se refiere al significado de las palabras a través de su uso. El nivel morfológico se relaciona con las marcas que reciben las distinciones de género gramatical en cada palabra. Finalmente, el nivel sintáctico referido al uso de formas plurales o singulares sin distinguir su sexo. A nivel morfológico hay una evidente ausencia de formas femeninas sobre todo en los oficios. Hay una gran confusión entre sexo y género gramatical. El sexo es un rasgo biológico, el género gramatical es un rasgo inherente a determinados tipos de palabras que sirven para clasificar los sustantivos en masculino y en femenino y en caso de los adjetivos para establecer su concordancia. Es tarea de la comunidad de hablantes adecuar los usos lingüísticos a la realidad donde se exige un trato igualitario entre hombres y mujeres. Para enfrentar el lenguaje sexista se hace necesario romper con toda una serie de estereotipos, corregir el enfoque del discurso, nombrar correctamente utilizando imágenes no discriminatorias. Finalmente se dan algunas ideas para enfrentar el sexismo lingüístico.

The essay is around an issue that has generated controversy, demonstrating once more sexist attitudes. There are many criticisms which try to disqualify the need of being named. We remember that of what is not named does not exist, a reason to be committed on the visibility of women through a non -sexist language. The trial opens with a series of reflections on linguistic sexism, differentiating three levels: lexicon level, which refers to the meaning of words through their use. The morphological level related to marks which are grammatical gender distinctions in each word. Finally, the syntactic level, which is the use of plural or singular form regardless sex gender. In the morphological level, there is an obvious absence of female forms, primarily in documents. There is a great confusion between sex and grammatical gender. Sex is a biological trait; the grammatical gender is a trait inherent to certain types of words that are used to classify nouns in masculine and feminine genders; and in case of adjectives, to establish their consistency. The task of community speakers is to adapt linguistic applications to reality which requires equal treatment between men and women. Addressing sexist language, it is necessary to break with a series of stereotypes, correcting the focus of discourse, naming correctly, using non-discriminatory images. Finally, some ideas to address the linguistic sexism are given.

The essential purpose of this article is to analyze the international and national legislation that imposes on operators a duty and responsibility to use non-sexist language. It further aims to show that we are not dealing with a minor theoretical question, but rather one that is demanded by the quality of communication and the requirement of certainty that both science-making and its correct application involve. This effort at linguistic correctness must be accompanied by the elimination of androcentrism in concepts and categories scientific-technique as an essential step in building the effective equality of men and women both formally and materially, as established by Organic Law 3/2007 of 22 March for the effective equality of women and men, art.14.11. Finally, it analyses, giving data, the efforts made by the various courts and jurisdictions in Spain in recent years to eradicate sexism in legal language, showing the plurality of resources offered by the Spanish language to end the abuse of the masculine as a false generic.

El fin de este artículo es analizar la legislación internacional y nacional que impone a las y los operadores científico-técnicos el deber y la responsabilidad de utilizar un lenguaje no sexista. Además tiene la pretensión de mostrar que no es una cuestión teórica menor, sino exigida por la calidad en la comunicación y la exigencia de certeza que demanda tanto la creación del derecho como su correcta aplicación. Este esfuerzo de corrección lingüística debe acompañarse de la eliminación del androcentrismo en los conceptos y en las categorías científico-técnicas como paso ineludible para construir tanto formal como materialmente igualdad efectiva de hombres y mujeres, tal y como establece la Ley Orgánica 3/2007, de 22 de marzo para la igualdad efectiva de mujeres y hombres, art. 14.11. Para finalizar se analizan, con datos, los esfuerzos realizados por los distintos tribunales y jurisdicciones en España en los últimos años, por erradicar el sexismo en el lenguaje jurídico, evidenciando la pluralidad de recursos que ofrece la lengua española para poner fin el abuso del masculino como falso genérico e introducir un lenguaje inclusivo.

The report of the Real Academia Española signed by Ignacio Bosque has intensified the debate about the recent attempts to avoid women's invisibility in language. In this paper our aim is a double task: on the one hand, we want to analyze the nature of grammatical gender in Spanish from the point of view of Cognitive Linguistics. We will show that, contrary to what has been frequently defended, the allegedly generic use of masculine grammatical gender is actually due to a masculine interpretation of reality. On the other hand, an analysis of some RAE usual dictionary entries will allow us to conclude that some expressions that undervalue women are still remaining in this lexicographic work. This resistance to changes favoring gender equality highlights to what extent it is necessary to keep alive a reflection on ideology in the academic linguistic discourse.

El informe de la RAE firmado por Ignacio Bosque aviva la polémica sobre las intervenciones que pretenden evitar la ocultación de la mujer en los usos lingüísticos. En este artículo nos proponemos una tarea de doble alcance: por una parte, revisar la naturaleza del género gramatical en español desde la perspectiva de la Lingüística Cognitiva. Mostraremos que, en contra de lo que con frecuencia se defiende, sí se deriva una interpretación masculina "por excelencia" de algunos usos pretendidamente genéricos del masculino. Por otro lado, algunas pesquisas en los artículos del diccionario usual de la RAE nos permitirán valorar que todavía perviven fórmulas de minimización de la mujer en esta obra lexicográfica. Esta resistencia a los cambios fundamentados en la igualdad pone de relieve hasta qué punto es necesario mantener viva la reflexión sobre las ideologías en el discurso lingüístico académico.

Resumen El presente artículo tiene como objetivo presentar una propuesta teórico-crítica acerca del problema del sexismo lingüístico en el español, desde la perspectiva de la lingüística contemporánea. Se parte de la premisa de que la mujer ha sido discriminada en múltiples ámbitos en las sociedades actuales y se revisa la problemática del cambio lingüístico y los principales factores en él involucrados. Se sostiene la tesis de que son los factores sociales los que inciden en los cambios de la lengua y no es en la lengua misma desde donde se generan. Se propone una definición de sexismo lingüístico y se analizan algunos ejemplos de los recursos que ofrece el español a través del masculino genérico y el desdoblamiento o la duplicación. Finalmente, se proponen ciertas conclusiones.

Abstract This paper aims at presenting a theoretical and critical contemporary linguistic approach to the topic of linguistic sexism in Spanish. The premise holds that women have been discriminated against in several fields of contemporary society. Also the thesis maintains that social factors are reflected on language changes and it is not language itself that produces them. A definition of linguistic sexism is proposed and some Spanish linguistic resources, especially generic masculine forms and duplication, are discussed. Finally, some conclusions are drawn.

Resumo O presente artigo tem como objetivo apresentar uma proposta teórico-crítica sobre o problema do sexismo linguístico no espanhol, a partir da perspectiva da linguística contemporânea. Parte-se da premissa de que a mulher vem sendo discriminada em múltiplos âmbitos nas sociedades contemporâneas e revisa-se a problemática da mudança linguística e dos principais fatores nela envolvidas. Sustém-se a tese de que são os fatores sociais os que incidem nas mudanças da língua e não é na língua em si de onde se geram. Propõe-se uma definição de sexismo linguístico genérico e o desdobramento ou a duplicação. Finalmente, propõem-se conclusões.

The aim of this article is to reflect on linguistic sexism, a kind of discrimination that has women as an object and language as an instrument. Sexist language either ignores women, or treats them as men, or represents them as an exception; such a use of language, which excludes or minimizes some social subjects, linguistically represents their self-denial and contributes to the permanence of common prejudices. The article analyzes two aspects of linguistic sexism: some asymmetries between masculine gender and feminine gender in the Spanish language; as well as some discriminatory linguistic expressions found in academic documents in the Autonomous University of the State of Mexico that hide or diminish the professional or student image of woman.

El presente artículo se propone como una reflexión sobre el sexismo lingüístico, una forma de discriminación que tiene por objeto a las mujeres y como instrumento, la lengua. Un lenguaje sexista ignora a la mujer, o la homologa al hombre, o la representa como una excepción; una lengua usada de tal modo que excluye o minimiza a algunos sujetos sociales, representa lingüísticamente la negación de los mismos y contribuye a la permanencia de prejuicios comunes. El análisis se centra en dos aspectos del sexismo lingüístico: algunas asimetrías entre el género gramatical masculino y el femenino que se encuentran en el sistema de la lengua española, y algunas prácticas lingüísticas discriminatorias que es posible identificar en la documentación académica de la Universidad Autónoma del Estado de México, que ocultan o disminuyen la figura profesional y estudiantil de la mujer.