Inclusion entails creating an environment of open participation for all individuals. Using inclusive language across course content and communications can help reach every learner and ensure all students feel heard, valued, and validated (Márquez & Melero-Aguilar, 2022). This piece will explore the thoughtful use of inclusive language in online learning environments.
Communication in Online Learning
One significant benefit of online learning is the ability to plan, revise, and tailor word choice, lecture content, and communication methods to meet learners’ needs. Intentional word choice can promote feelings of safety and security for all students. Inclusive language use encompasses two actions: intentionally omitting words that signal exclusion and purposefully using words that support inclusion.
Modeling Inclusive Language
Words are powerful; they can be used to create a potent sense of belonging and trust in a learning environment. Words and phrases that promote inclusion show respect and encourage acceptance. Conversely, words and phrases that diminish, label, or victimize should be avoided. When it is necessary and relevant to include distinguishing characteristics (see examples denoted with asterisks), remember to prioritize the person. For instance, instead of saying “the disabled,” say “people living with disabilities.”
If you don't already do so, try to avoid these words and phrases:
- Ladies and gentlemen
- Guys
- Freshmen
- Crazy, insane
- Tribe
- Deaf students
- Slaves
- The disabled
- Poor neighborhood
- Mankind
If you don't already do so, consider adopting these words and phrases instead:
- Students, colleagues, everyone
- Friends, folks, team, all
- First-year students
- Unusual, erratic, extreme
- Community, chosen family
- Students with hearing impairments*
- Enslaved peoples*
- People living with disabilities*
- Under-resourced community
- Humankind
Inclusive language strategies support all students. Establish and reiterate respectful and supportive practices for interaction in the course space. Early in the course, take time to get to know students individually and share guidelines and expectations for interaction in the online classroom that recognize and value the diverse identities of the student population (Hockings et al., 2012). Additionally, invite students to identify practices that promote respectful communication and collaboration in discussion and group assignments. As the course progresses, refer to these expectations and remind students to treat one another with kindness and respect.
Inclusive language entails employing thoughtful communication strategies. Model inclusive language and use generic identifiers (Dartmouth Center for the Advancement of Learning, 2021). Sharing your preferred pronouns in your email signature signals that identity is self-defined. Invite students to self-identify; many attributes are visible, but some are not. Providing accessible descriptions and instructions supports individuals with learning differences and benefits all students; multiple means of representation enable multimodal learning.
Remember to empower students to advocate for themselves by providing access to information pertaining to support resources and reporting structures. Connect students with programs and organizations that can enrich and deepen their understanding and acceptance of themselves and others.
References
Dartmouth Center for the Advancement of Learning. (2021). Inclusive teaching. Dartmouth College.
Hockings, C., Brett, P., & Terentjevs, M. (2012). Making a difference—inclusive learning and teaching in higher education through open educational resources. Distance Education, 33(2), 237–252.
Márquez, C., & Melero-Aguilar, N. (2022). What are their thoughts about inclusion? Beliefs of faculty members about inclusive education. Higher Education, 83, 829–844.