In times of increased writing, social networks have become new forums for discussion in which current affairs are debated and opinions are disseminated. Twitter is one of the most popular networks, with more than 400 million users per day (Tankovska, 2022), which positions it among the first forums for the exchange of opinions, debate and discussion today. Many authors have criticized the role of social networks as media for the dissemination of ideas that promote inequality, leading to the perpetuation of traditional gender roles, racism or hate towards certain groups (Fox et al., 2015; Ging and Siapera, 2019). However, Twitter has also exercised a fundamental role in the social struggle with movements in favor of gender equality (Baer, 2016; Baker-Plummer and Baker-Plummer, 2017). The intentional use of inclusive language is one of the forms of feminist activism that, at times, must confront a conservative and academicist attitude that is promoted from linguistic institutions, perpetuating stereotypical gender roles (Iranzo-Cabrera and Gozálvez-Pérez 2021). It is amply demonstrated that inclusive language serves to force social change from a linguistic change and, therefore, the effectiveness of its use against discrimination is proven (Horvath et al., 2016; Koeser et al., 2015).

The language used in these new platforms to communicate is known as digitalk (Turner, 2010), a specific code for digital communications with characteristics that differ from the standard written norm. Within this new form of communication, textisms are common, i.e., contractions and different spellings to the standard that are used intentionally and have been developed to save time and space when writing (De Jonge and Kemp 2012,). Among them, the use of -@ or -x as an inclusive gender marker, which have a strong presence in digital communication in Spanish, especially among communities of learners, stand out (Salinas, 2020). In this situation between inclusive innovations and respect for the indications from the academies, teachers are a key element. Several investigations confirm that teachers have a privileged position to favor inclusion and that they are a model for their students (Sarrasin et al., 2012).

Considering its importance, many researchers have focused on the study of the promotion of inclusive language in physical teaching spaces (Mitton et al., 2021; Vervecken et al., 2015), however, there are few studies that examine the influence of the use of inclusive language by teachers when using new forms of digital communication. The role of social networks and their high capacity to disseminate ideas and content, turn spaces such as Twitter into a channel where teachers can collaborate, share experiences, train and establish new professional contacts (Xing and Gao, 2018), search for new ideas or procedures (Staudt Willet, 2019), acquire a sense of community (Carpenter and Krutka, 2014) or develop their teaching identity (Carpenter et al., 2016).

Once the background of the proposed study has been established, the research objectives are the following: First, how often do teachers use textisms as inclusive language procedures in their digital communications on Twitter? Secondly, what relationship exists between these textisms with inclusive value and their frequency of appearance in the corpus analyzed; thirdly and finally, what statistical significance (keyness) do the textisms used as inclusive language mechanisms present in the corpus under study, that is, what social relevance do these terms acquire, and consequently, the inclusive language mechanisms they use, among the community of speakers analyzed.

An exploratory study was conducted on the use of inclusive language procedures in Spanish language that teachers use in virtual communities on Twitter. The sample was selected on Twitter because it is the social network most used by teacher educational communities (Marcelo and Marcelo 2021). A mixed methodology based on public data mining and semantic content analysis was used to conduct this study. This methodology involves the use of digital tracking data with the aim of collecting, organizing, and analyzing more efficiently generalizable samples of data representing people in virtual communities (Kimmons et al., 2018). Through the Twitter v2 API search tool, tweets containing the keywords "education", "primary" and "secondary" in Spain were searched for, and the hashtags #claustrovirtual and #soymaestro were identified as widely used content by teacher education communities. Collectively, 25570 tweets were obtained between the months of January 2018 and July 2021. Next, textisms that are commonly used as inclusive language procedures in digitalk were individualized, specifically, the use of -@ and -x as non-binary gender morphemes. Using the Sketch Engine (SE) program, the existing grammatical relations and collocational patterns were identified (Pérez-Paredes, 2021) and the keyness parameter was measured, which indicates the statistical significance of the frequency with which a word or multiword expression appears in the corpus analyzed in relation to a reference corpus.

The results of this research allow us to verify that teachers in their professional digital communications make extensive use of inclusive language procedures based on digitalk textisms, confirming in the digital environment trends already observed in previous research in other discursive genres. Moreover, despite a certain balance in the use of these textisms with inclusive function, it should be noted that the use of -@ is still prevalent over -x, mainly due to its greater tradition as an inclusive mark in digital contexts. Nevertheless, a consistent presence of -x as an inclusive mark is observed in the corpus analyzed, which indicates that the acceptance of this new procedure is strengthening in the virtual communities of teachers. Finally, the analysis of the keyness index provides us with a very significant finding. The teachers give great social relevance to the inclusive procedures analyzed in this study, given that this index, which measures the statistical significance of the terms in a corpus, is always much higher in those terms that incorporate textisms as marks of inclusive language compared to their variants in generic masculine, a procedure that is rejected outright by the defenders of inclusive language. The data from our research, based on the analysis of teachers' interactions in their professional virtual communities, offer a vision of a social group that is highly sensitive to inclusive language and that adopts certain linguistic procedures that take into consideration all groups, even if these same procedures are rejected by academic norms. Teachers, therefore, present themselves as at the forefront of linguistic innovations in favor of inclusion and equality, thus becoming models of linguistic and social inclusion in the development of their students' digital writing.

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