Inclusive Language for future Primary Education Teaching

The following paper is the application of a CIMA (Classroom Improvement Cycle) in a compulsory subject in the third year of Primary Education (Spanish Language and its Didactics), a practice carried out due to the FIDOP program (Training and Teaching Innovation of the Faculty, University of Seville). The CIMA's content has been to delve into inclusive language from a fully linguistic point of view, so that future primary school teachers have an in-depth knowledge of the complexity of its social phenomenon. The research has been divided into two sections: the first is theoretical and it set out to solve basic questions about the language's nature in general and then, in the second part, it has been applied to the case of inclusive language. Our final aim is that the students reflect on the language's nature and they value the inclusion's lexical resources over the morphosyntactic ones -such as doubling-. Thanks to a questionnaire made to the students, before and after the CIMA, we have been able to verify that such reflections were useful after our practice.