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Five Ways to Combat Linguistic Bias in the Classroom
Developments such as the evolution of World Englishes (WE) and African American scholars’ use of African American Vernacular English (AAVE) have opened an important dialogue around academic writing standards, language ownership, and linguistic justice (Canagarajah, 2006; Young, 2010). Authors like Gloria Anzaldua who mix, for example, Native Indian, Spanish, and English in texts, are engaging in the literary tradition of code meshing, which has been shown to facilitate acquisition of English when used by multicultural students in the classroom, according to research (Canagarajah, 2006). By adopting inclusive practices, course designers can combat linguistic bias and promote writing achievement for all learners. This blog contains five recommendations for reducing linguistic bias in online education.
Universal Design for Learning
Universal Design for Learning (UDL), which has roots in Ronald Mace’s concept of Universal Design, is a pedagogical framework that supports diverse learning needs. According to CAST, the creator of the framework, UDL seeks “to improve and optimize teaching and learning for all people based on scientific insights into how humans learn” (2018). UDL is not a step-by-step curriculum plan, but rather an approach to pedagogy and curriculum development that aims to make the learning environment as accessible as possible for as many learners as possible (Derer, 2021; CAST, 2018).
Inclusive Communication Practices
In asynchronous, hybrid, and multimodal learning environments, strong communication practices greatly aid student engagement and satisfaction (Martin & Bolliger, 2018). Faculty may develop an exceptional course in terms of goals, content, and design, but without proper communication and feedback, the course experience will be significantly diminished.
Representation Matters: Guest Speakers to Support DEIB
Guest speakers can support diversity, equity, inclusion, and belonging (DEIB) initiatives while promoting students’ academic and professional growth across disciplines. When designing courses, identify ways to integrate speakers into the curriculum, tap established networks, and ensure that any readings and assignments align with these efforts.
Self-Recording Best Practices
While traditional lectures are delivered in front of a classroom, allowing you to read students’ engagement and adjust in real time to both content and pacing, online lectures do not afford the same flexibility. Therefore, it is important to carefully plan your videos in accordance with best practices in online learning. There are many video types and formats to choose from (See the Envision blog: Matching Video Production Style to Learning Goals), and one decision you'll need to make is whether you want to appear on camera. This guide covers best practices for videos that will include your webcam footage.
Video Planning Decision Tree
Before you record a course video, take a moment to consider whether video is the right medium for your message. Original videos can add value in a number of ways, but they can also be time-consuming to create and maintain, and sometimes other media types can accomplish the same goal. To ensure that your time creating videos is well spent, review the following decision tree. For more detail about each of the considerations in the tree, see the accompanying Envision article, Video Planning: To Record or Not to Record?
Using YouTube in Your Course
The vast majority of instructors (97%) claim that video is “essential” to students’ academic experiences (Kaltura, 2022). However, it can be difficult for faculty to find the time and motivation to create high-quality instructional videos, leading them to source third-party videos from the internet. With countless videos being uploaded every day, YouTube is a logical choice for finding free, relevant, and engaging educational content. This post discusses some of the key factors to consider when utilizing YouTube to supplement the learning materials in your course.