Revisión de la literatura de la construcción de la jerga docente como fenómeno sociolingüístico

Resumen

Teaching jargon has received special attention from researchers in the field of education, as it is considered a shared code that facilitates communication, the construction of professional identity, and the transmission of pedagogical knowledge within the academic community. This interest has led to a considerable increase in the number of publications in this field. In this regard, this article presents a review of the literature on teacher jargon from a sociolinguistic perspective, with the aim of understanding its conceptualization, its role in shaping identity within the teaching profession, and its transformation in contexts of technological mediation of teaching processes. The review included theoretical and scientific studies published between 2000 and 2025. The works were selected for their relevance, thematic pertinence, and methodological rigor. The results indicate that teaching jargon constitutes a specialized lexical-discursive repertoire that not only organizes pedagogical knowledge but also acts as a marker of professional belonging and legitimacy. Likewise, a significant transformation in this repertoire has been identified as a result of the digitization of teaching, which has generated new forms of hybrid, technical pedagogical, and standardized language. It is concluded that teacher jargon is a dynamic discursive practice, permeated by power relations, professionalization processes, and identities in constant negotiation. Finally, there is a need to promote a more aware, inclusive, and thoughtful use of professional language in contemporary education.