Are There Ways of Subverting Certain Generic Uses of the Spanish Language?
I see language students as adventurous 21st Century astronauts in a yet unwritten novel, exploring a new world with their own eyes. They are the new Adams and Eves in a new Paradise, eager to eat the apple from the Tree of Knowledge and re-naming everything they discover. (Learning Spanish as a Second Language Must be FUN, February 2014.)
With the statement above I wanted you to realise that language is not a dry fossilised set of unchanging signs, sounds and symbols, but a vibrant living aspect of communication that could and should reflect the world in which we live.
I would follow the opening metaphor with an interesting fact that changed our views of existence: in 1960, the well known English theoretical physicist and cosmologist Dr. Stephen Hawking expanded Einstein’s theory of relativity to the point whereby the Universe began with a singularity. This fundamentally changed our understanding of existence and added to Einstein’s Theory of Relativity, thus demonstrating the impact that a student can have upon the subject they are studying.
Language students and language tutors cannot help but contribute to the transformation of the language they are learning or teaching. Cultural attitudes now are dramatically different from past times. As a student of Spanish, you have the opportunity to challenge the generic norms and perceived sexist aspects of Spanish usage on a ongoing basis.
I accept we may be on contentious territory here – but language has always changed and evolved to support and define our view of the world and each other. Below are some examples of how we can improve our speaking in a way that promotes respect and equality:
Generic Generic +
los niños la niñez (the children)
los vecinos el vecindario (the neighbours)
los jóvenes la juventud (the youth)
los adolescentes la adolescencia (the adolescents)
el hombre (the men) la humanidad (the human beings)
Generic Generic +
los jefes la jefatura (the bosses)
los directores la dirección (the directors)
• In some cases the female subject appears as an appendix, complimenting or being a possession of the male
La población nativa trabaja la tierra colectivamente.(The native population work the land collectively.)
Los gitanos desmontaron sus carpas y se mudaron junto con sus mujeres al pueblo vecino. (The Gypsies dismantled their tents and moved with their wives to the neighbouring village).
Los gitanos y las gitanas desmontaron sus carpas y se mudaron al pueblo vecino. (The Gypsies dismantled their tents and moved to the neighbouring village.)
In the second paragraph, highlighted with a green thumb up, we have the chance to use an egalitarian and inclusive language.
• Change the generic term “hombre” or “los hombres”, when they refer to human kind into a more inclusive term
(Men have preferred to establish settlements where there is water.)
(Human beings have preferred to establish settlements where there was water.)
• It is pertinent to mention both genders when referring to a mixed group as follows
Generic Generic +
los abogados las abogadas y los abogados (lawyers [female and male])
los ministros las ministras y los ministros (female and male ministers)
Be modern, reflect the social changes using the feminine when naming professions or occupations. The fact that it may sound odd to our ears because it was not used in the recent past does not matter. We will all get familiar with them in time.
los ingenieros las ingenieras y los ingenieros (engineers female and male)
los mecánicos las mecánicas y los mecánicos (mechanics female and male)
los carpinteros las carpinteras y los carpinteros (carpenter female and male)
How the language teaching institutions favour an andocentric orientated education is perhaps a wider subject that deserves a blog in itself. A sample of this is the 1970’s Spanish language third year secondary school book: Castellano, by Lacau Rosetti and published by Editorial Kapelusz. The book contains hundreds of extracts from Spanish literature and teaches how to analyse them. Only a dozen of them are pieces from women writers. Generations that are now in the position of influencing society have been educated with books like this one.
In the article entitled Vertigo I concluded with a couple of questions: Is the prevalence of masculine gender in Spanish a symptom of sexism in the language? Is the language a reflection of the culture or viceversa? Throughout my last two entries, I have attempted to answer these. Thus, this is my humble contribution: being a single star in a vast universe of opinion on this issue.
This is a follow up article to: Finding creative and positive ways to transform a language, published 1 April 2015.