Женски и мушки граматички род у настави шпанског као страног језика: правилно усвајање граматике и/или промовисање идеја о родној равноправности
Male and Female Grammatical Genders in Teaching Spanish as a Foreign Language: Correct Grammar Adoption And/Or Promotion of the Ideas of Gender Equality

Summary/Abstract: Considering the fact that a foreign language classroom can be a suitable place for questioning both the target and native languages in relation to gender issues, we have decided to analyze the attitudes of Spanish teachers in Serbia toward the issue of the use of the feminine and masculine in the process of teaching in order to answer the question of whether teaching staff uses both grammatical genders and for what reason. The study is based on the ideas of critical pedagogy and critical applied linguistics. We have parted from the hypothesis that teachers enter the classroom with already formed gender and linguistic ideologies, which can be reflected directly in the process of teaching. The questionnaire has been sent electronically to the teachers. After the qualitative analysis, we concluded that the teaching staff evaluate the use of gender sensitive language in the classroom of Spanish foreign language in different ways, which is associated with their personal attitudes and beliefs with which they enter the classroom. The results of such research could be indicative primarily to the teaching staff, which should be ready to deal with possible gender stereotypes in textbooks and to contribute to the development of tolerance in the classroom, acceptance of diversity and equal evaluation of both genders.

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