New gender conceptions at school: an approach from the teaching of grammar and the integration of digital media

Abstract

In this paper we present some considerations about an experience carried out in a Language class in an Argentinian secondary school. From an ethnographic erspective (Rockwell: 2000, 2001, 2009), we analyze the conversations produced between the students and the teacher about the gender as a grammatical category. In this sense, the conversations will focus on the use of the inclusive language in the digital media. The aim of this paper is to analyze grammar teaching practices and particularly, the grammatical gender under the perspective of Prototypical Cognitive Approach (Lakoff, 1987 and Langacker, 1987, 1991, 2000) in order to explore the scope of this approach to teaching. We also consider the haracteristics presented by the curricular integration of digital media in the grammar teaching practices.