Inclusive language in college? Responsibility for academic writing workshops

Abstract

This article reconstructs the acceptance of the so-called “lenguaje inclusivo” by multiple national universities in Argentina and problematizes their concerns, focusing on the responsibility of the Academic Writing Workshops of different university careers regarding this issue. In this direction, a naturalistic methodological approach, focused on the documentary analysis of more than fifteen resolutions of different university Boards of Directors that approved the free and optional implementation of non-sexist and inclusive language in textual productions of teachers, nonteachers and students, was carried out. The results show evidence that allows predicting that the trend towards acceptance of these uses of language does not seem to stop, on the contrary, it is grows exponentially. Therefore, it is concluded that it is necessary for the Academic Reading and Writing Workshops to assume the responsibility of offering the university community new tools to appropriate an unknown conceptual-methodological system, as well as of collaboratively building a descriptive grammar that guides those who wish to use inclusive language to do so in such a way that their texts are coherent and cohesive.