¿Y les estudiantxs? Student Perceptions of Gender-Inclusive Language in the L2 Spanish Classroom

This study investigates how second-semester university students in the United States perceive gender-inclusive language (GIL) in the L2 Spanish classroom. While GIL is increasingly used by native speakers and educators, little is known about how L2 learners respond to these forms. Using an experimental design with a small sample (N = 39), students across four course sections completed an end-of-semester survey; two sections received explicit instruction on GIL, including a brief unit and in-class modeling of forms such as - x , - @ , -e, and elle . Drawing on the Affective Filter Hypothesis and Self-Determination Theory, the study examined how instruction and identity shape learner attitudes and perceptions of classroom climate. Students generally responded positively to GIL, with -e rated most favorably. LGBTQ+ (lesbian, gay, bisexual, transgender, queer/questioning, and others) students expressed stronger support for GIL but reported significantly lower levels of classroom safety and representation. Instruction increased familiarity with and appreciation of GIL but did not significantly influence attitudes toward specific forms or perceptions of inclusion. These findings suggest that while instruction enhances awareness, it must be embedded within broader efforts to create affirming learning environments. By centering student voices, this study contributes to ongoing discussions about inclusive pedagogy in L2 classrooms.