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The paper provides an insight into gender-inclusive language. It focuses on how gender-inclusive language is used in higher-education contexts. The paper analyses the data obtained from focus groups with teacher-training students from a university in the Metropolitan Region area (Santiago, Chile). Firstly, the incorporation of this debate into the teacher-training program and the university community itself furthers the discussion on how gender-inclusive language is viewed. Secondly, it helps widen the perspectives with which the reality is understood. Thirdly, it contributes to review the way people have been culturally constructed. In short, gender-inclusive language does exist and people’s identities are implied in its use.

El lenguaje inclusivo como "norma" de empatí­a e identidad: reflexiones entre docentes y futures profesores

El lenguaje inclusivo como "norma" de empatía e identidad: reflexiones entre docentes y futures profesores