Inclusive Language Research Articles

Reflections on the Role of Indigenous Languages in the Context of Bilingualism Policies in Colombia

Colombia is one of the most diverse countries in cultural and linguistic terms, with 68 indigenous languages in different regions. However, because of the bilingualism policies implemented in the country and the decision to promote the teaching of English as a foreign language from a homogenization perspective, a great majority of languages have been disappearing over time, which affects the cultural and historical legacy that these languages allow. The trends of the globalized world have provoked non-English-speaking countries into starting bilingualism plans to enter the dynamics and requirements for new professionals. However, these initiatives have been detrimental to the cultures of the countries themselves. In Colombia, the teaching and preservation of aboriginal languages have been omitted to introduce foreign languages. The national bilingualism programs launched in Colombia during the last decades are focused on linguistic homogenization, leaving aside the cultural and linguistic richness of the country, which affects the communities that have a minority language and are in danger of extinction. This is qualitative research with a descriptive documentary research methodology whose main objective was to analyze the policies of bilingualism in Colombia and their impact on preserving aboriginal languages. A review of bilingualism policies, ethno-education policies, and academic offers in higher education were reviewed from the perspective of descriptive-documental research. The research results show that bilingualism policy decisions have favored the inclusion of modern languages, leaving indigenous languages at a disadvantage. A review of the academic offerings of higher education in modern languages and ethno-education shows that the latter is very limited while the former is increasing, as well as the reduction of aboriginal languages in the country and the lack of educational opportunities and teaching training for the indigenous population.

Contesting Language Ideologies in the Linguistic Schoolscapes in an Indonesian Multilingual School: A Case Study

The educational institution serves as a platform where diverse language ideologies intersect, particularly within multilingual schools. These language ideologies can shape how students perceive and use languages and influence policies and practices within the institution. Understanding and navigating these intersections is crucial for promoting inclusive and equitable language education. This study examines the perception of language ideological contests within the linguistic schoolscape of a multilingual country, specifically Indonesia. This article utilizes a triad model proposed by Lefebvre (1991) and Trumper-Hecht (2010) as its conceptual framework and employs the linguistic landscape as its methodological tool. The analysis focuses on school signs within a multilingual school setting. The findings suggest that Indonesian, English, and Chinese languages are employed within educational environments. The prevailing ideologies observed within this educational environment encompass globalization, ethnic identity, and nationality. These ideologies influence the choice of languages taught and prioritized in the curriculum and the attitudes and expectations toward each language.

Interference of the inclusive language in the creation of the memory trace during the reading comprehension of texts

Interference of the inclusive language in the creation of the memory trace during the reading comprehension of texts

Let’s write in our African languages: Clean Air Journal’s inclusive language policy

Let’s write in our African languages: Clean Air Journal’s inclusive language policy

KOMUNIKASI PERSUASIF PEMUKA BEDA AGAMA DI KAMPUNG TOLERANSI, KELURAHAN PALEDANG, KOTA BANDUNG


 
 
 
 This research explores the dynamics of persuasive communication between religious leaders in Paledang Village, Bandung City. The focus of the research involved religious leaders representing various religions in the subdistrict. The main aim of this research is to understand the persuasive communication strategies used by religious leaders in an effort to build tolerance, openness and cooperation amidst religious diversity.
 The research method used is a qualitative approach with in-depth interviews as the main instrument for data collection. Research participants were selected purposively to ensure balanced religious representation. Data analysis was carried out through content analysis techniques, enabling the identification of patterns and key findings related to persuasive communication.
 The research results show that religious leaders in Paledang Village view tolerance as the main foundation of persuasive communication. Tolerance is defined as an open attitude and respect for differences in beliefs, becoming the basis for building understanding and cooperation. Openness is also a crucial approach in establishing interreligious dialogue, where religious leaders create space for the mutually enriching exchange of ideas and views.
 Shared language is an important tool in building effective persuasive communication. Religious leaders use inclusive language and shared symbolism to create a collective identity that includes all believers. Thus, a common language is not only a means of communication, but also a tool to strengthen solidarity amidst diversity.
 In addition, collaborative activities such as inter-religious religious events, joint recitations, and joint social activities have proven to be effective strategies in strengthening relations between religious believers. This activity creates an inclusive space that promotes interfaith participation and cooperation.
 This research contributes to our understanding of persuasive communication as an instrument for building tolerance and cooperation in multicultural societies. The practical implications include the development of a persuasive communication model that can be adopted by religious leaders and similar communities in other places. Thus, it is hoped that this research can provide insight and guidance for managing religious diversity more effectively at the local level.
 
 
 

Queering interventions: Improving pre-service teachers’ knowledge and awareness of LGBTQI+ inclusive practice

LGBTQIA+ is an acronym that stands for ‘lesbian, gay, bisexual, transgender, intersex, queer/questioning, asexual and other diverse sexualities and genders’. In Australia, LGBTQIA+ people still experience extensive discrimination within the education system, a recent report highlighting that most Australian LGBT students felt unsafe in secondary school. LGBTQIA+ youth in Australia have significantly higher rates of anxiety, mental health conditions and suicide attempts when compared to the general population. At the same time, pre-service teacher training in Australia is not consistent in providing information and support to prospective educators in LGBTQIA+ inclusive practice and curricula development. This paper explores the initial results of a multi-phase, ongoing project designed to assist pre-service teachers in developing their awareness and understanding of LGBTQIA+ inclusive practice. Utilizing Participatory Action Research (PAR), co-creation and the Design Justice Principles (DJP), the research group sought stakeholder feedback from both pre-service teachers, LGBTQIA+ identified educators and LGBTQIA+ allies to design and deliver LGBTQIA+ inclusive training and resources. Data was collected from pre-service teacher’s survey responses to a professional learning workshop on LGBTQIA+ inclusive practice, revealing high value in understanding inclusive language and discussions of gender diversity and desire for earlier inclusion of these topics in teaching degrees. This was followed by a co-creation phase, resulting in the development of a queering curriculum resource site, followed by a focus group with lived experience stakeholders. This latter phase of the project drew upon insider perspectives to help refine the co-designed resources to make them more intersectional, inclusive, and relevant. The resulting analysis highlights the link between our research and the DJP, while emphasizing the importance of ‘listening to the voices from within’ by establishing meaningful, ongoing stakeholder engagement in the development and delivery of inclusive education resources and materials.

Critical Thinking, Questioning and Reasoning as Inclusive Teaching Methods for English Language Learning with Gifted Students

Critical thinking is becoming one of the basic foundations of modern teaching and learning: it implies not only complex (meta)cognitive abilities able to forge one’s personality, but it can be applied as a key-method during English classes in both receptive and productive skills. In addition, it has been confirmed that verbally gifted students show a high ability of thinking critically: an essential ingredient that, together with a strong questioning and reasoning attitude, can enrich traditional lessons conveying innovative ideas and supported argumentations, investigating facts and theories, nurturing personal criticism. For all these reasons, critical thinking applied to inclusive language learning could be a way to raise language teaching to higher levels, giving each student the possibility of becoming a consciuous builder of her/his own knowledge, and not merely a simple receiver.

Racism in Argentine higher education. Proposals for an inclusive foreign language teacher training.

In Latin America, racism has been a problem since colonial times and is still found in higher education discriminatory practices. Contemporary racism in teacher training institutions and in foreign language career proposals is characterized by the lack of diversity in many aspects such as institutional human landscape, bibliography, language, and cultural uses. All this maintains a higher education that has traditionally produced and still produces a social reality that is non-plural, inequitable, unjust, and in need of revision. This omission of plurality needs to include strategies that link the field of higher education and excluded social groups. To this end, we suggest that service-learning could contribute to an inclusive training of foreign language teachers in an Ecology of Knowledge with other possible and necessary knowledges, ways, voices of diverse groups, so necessary for a non-racist higher education. We believe that overcoming the idea of the individual and alluding to the community, going beyond the doors of the institutions in an exchange of knowledge through practical interventions in the community beyond academicism is a practice that deserves to be further developed in higher education institutions. We propose lines of work to carry out a process of change in our teacher training programs and spaces for the construction of a better society. Service-learning is a feasible path that implies an anti-racist stance and we, the higher education community, have the imagination and qualifications required to generate and undertake this transgressive task of a collaborative and plural construction for a diverse, equitable, and just social reality.

Unveiling the power of neutral and inclusive language in tuberculosis prevention and care.

Language plays a crucial role in shaping discourses and responses related to disease, particularly tuberculosis (TB). Stigmatising language and attitudes surrounding TB can lead to discrimination and marginalisation of affected individuals, creating barriers to seeking proper diagnosis and treatment. The terminology used to describe TB-affected individuals can be disempowering and criminalising, reinforcing an "othering" of those affected. To combat this, engaging with TB-affected communities is essential to co-construct a neutral and inclusive vocabulary that respects the dignity of individuals and fosters empathy and support. Thus, an inclusive language approach empowers affected individuals as active participants in their health management, encouraging open communication and the development of support networks. By adopting a neutral and inclusive language system, healthcare providers and communities can work together to remove unnoticed hurdles and align with the World Health Organization's TB care and prevention goals.

Ethnopsychopharmacology: Clinical and scientific writing pearls.

The concept of ethnopsychopharmacology aims to predict or explain the pharmacologic response to psychiatric medications based on the influence of biologic and nonbiologic factors. Interactions involving these factors are complex and influence patient outcomes in health care. Pharmacists and other clinicians working in patient care environments, research, or medical education should engage in lifelong learning to enhance ethnopsychopharmacologic knowledge gaps, which ultimately may improve and individualize care across diverse populations. Through two cases, this paper provides pearls on how biogeographical ancestry and cytochrome P450 status may influence pharmacotherapy selection, dosing, or response. A third scenario highlights a publication, like many other published works, with deficiencies in how data on ancestry, race, and ethnicity are collected or reported. Current recommendations on the use of inclusive language in scientific writing are reviewed, with attention to specific examples.

Task-supported language instruction in an EFL context: impacts on academic buoyancy, self-esteem, creativity, and language achievement

Over the past few years, there has been an increasing focus on innovative approaches to language instruction in English as a Foreign Language (EFL) contexts. Task-supported language Instruction (TSLI) has emerged as one such approach. While previous research has demonstrated the effectiveness of TSLI in improving language proficiency, its broader impact on learners' psychological and academic development remains relatively unexplored. This mixed-methods study aimed to investigate the effects of TSLI on academic buoyancy, self-esteem, creativity, and language achievement among 20 Iranian EFL participants. Semi-structured interviews were employed to measure academic buoyancy, self-esteem, and creativity qualitatively, while language achievement was assessed using the TOEFL iBT test. The study revealed that TSLI positively influenced academic buoyancy, fostering resilience and adaptive coping strategies among participants. Moreover, it significantly enhanced learners' self-esteem, promoting a positive and confident self-perception in their language abilities. Additionally, TSLI was found to facilitate creativity in the language learning process, encouraging imaginative thinking and creative expression in learners’ language use. Furthermore, the participants demonstrated improved language achievement after engaging in TSLI. The study's findings highlight the multifaceted impact of TSLI on various dimensions of language learning and learners’ overall experiences, underscoring the significance of learner-centered language instructional approaches in EFL contexts. The implications of this research contribute to the development of more effective and inclusive language instruction methods that enhance learners' academic buoyancy, self-esteem, creativity, and language achievement.

Monikielisen toimijuuden tukeminen koulun toimintayhteisössä

This chapter discusses multilingual agency and its construction in the school. Regarding multilingualism, we describe five discursive spaces that organize interaction in the communities of practice: monolingualism, parallel monolingualism, situational multilingualism, institutional multilingualism, and a hybrid space with new ethnicities. The teacher’s actions and the chosen pedagogical approach transform the discursive and spatial norms; transforming norms and practices go hand in hand. The teacher can facilitate individual students in becoming autonomous agents, in interaction with the community. Developing multilingual agency requires student reflection, and dynamic feedback provided by the teacher. Including pupils with different backgrounds in learning is crucial in times of transnational lives. Thus, the practices of the school communities must be grounded in social justice and equity. Translanguaging and linguistically responsive pedagogies offer inquiry-based practices for inclusive language education that supports the pupils’ multilingual selves and language ownership.

The Prophet Joseph on Qur'an and The Historical Philosophical Perspective and Its Relevance for Human Development

The story of the prophet Yusuf is a past event that is listed in the Qur'an. This story has given inspiration and lessons in various aspects of human life. The story of the prophet Yusuf is often only understood as a personal incident, but this story actually concerns the history of a nation, namely the Children of Israel. This research is a literature study that seeks to understand the text in the Koran about the story of the Prophet Yusuf in the perspective of history and philosophy of history by using the philosophical hermeneutic method. The methodical procedure is as follows: (1) Description, (2) Deduction-induction, (3) Inclusive language, and (4) Heuristics. The results of the study reveal that: (1) The story of the prophet Yusuf in the Koran is a historical event, this story is not only about the life of the prophet Yusuf as a person, but also about the story of the family of the prophet Ya'qub as the forerunner or origin of the ancestors of the Israelites who The first to migrate to Egypt from Palestine. (2) The story of the prophet Yusuf in the Qur'an contains a philosophical dimension of history that contains an understanding of how to anticipate and prepare for the future. Prophet Yusuf based on the dream of the King has shown the importance of anticipating future events through signs that can be understood by humans.

A Morpho-Syntactic Analysis of Gender-Fair Language in Advertisements of Cosmetic Products in Ghana

Gender-fair language challenges and dismantles prevailing societal gender preconceptions. Cosmetic advertisements have been criticized for unfair language choices that perpetuate gender stereotypes. This study is a morphosyntactic examination of gender-fair language in cosmetic advertisements. The social constructionist theory underpins the study. Thirty (30) product packages and labels for the Ghanaian market were used in this qualitative descriptive survey. Gendered terms were analyzed on the morphological level using Quirk et al.’s (1985) functional principle of word categorization. The data collected revealed that Gender-unfair language is prevalent in cosmetic advertisements. Product names, descriptions and claims often use gendered nouns, pronouns, adjectives, phrases of different types and imperative clauses. This reinforces the idea that certain beauty concerns and products are exclusively tailored to specific genders. Gender-unfair language in cosmetic advertisements results in a limited representation of beauty ideals and practices. The use of inclusive language and representations that challenge gender stereotypes and promote diversity was recommended for cosmetic advertisers. The paper provides insight into academic discourse and practical approaches in gender, communication and marketing studies. Keywords: Advertisements, Cosmetics, Gender-Fair Language, Stereotype, Morphosyntactic

Teachers’ perspectives on inclusive language teaching in higher education

Principles of inclusive education have recently started to enter the agenda of universities, which have been dedicating a growing attention to the students’ needs and to the creation of inclusive learning environments. This study provides an outline of the current state of inclusion in university language courses in Italy, as viewed from the perspectives of language teachers. To this aim, we developed and administered an online questionnaire investigating teachers’ perceptions on the most common language learning difficulties displayed by students with SEN and on what might work best to support their learning process. Moreover, we explored the effects of socio-demographic and background-related variables (age, gender, previous teaching experience and preparation to teach students with SEN) in determining teachers’ practices, self-efficacy beliefs and disposition towards inclusive education. Results show that gender and specific training on inclusive education influence teaching choices. Self efficacy and attitudes towards inclusion are found to be positively related to each other but are not affected by socio-demographic and background-related variables.

Cultural competence in social work education: a content analysis of MSW practice syllabi

ABSTRACT As an ethical and professional standard in social work education and practice, cultural competence must go beyond educating social work students about White privilege to promoting cultural consciousness and anti-racism. Using an anti-racist framework as a construct of cultural competence, this study examined the language in the course syllabi of graduate social work programs. Findings suggest that many graduate social work programs need to integrate more inclusive language in course syllabi and that further examination of anti-racism in course syllabi is needed. These findings have implications for including populations who have historically been marginalized in social work education.

Patterns of Pregnancy Care Based on Indonesian Culture

Background: The health of pregnant women is one of the nation’s health indicators. Maternal mortality rate (MMR) and infant mortality rate (IMR) are important indicators to assess a country's welfare and public health conditions. The majority of infant mortality occurs during the neonatal period, which is related to the mother’s health during pregnancy, the awareness of the mother and family about the importance of antenatal care, the participation of health workers, and the availability of medical facilities. In addition, communities in some regions still believe in myths and have a culture that is contrary to the health sciences, which has an impact on the health of pregnant women. This study aims to describe the pattern of pregnancy care in Indonesia.Method: This study is a literature review study. In the data identification process, a total of 263 articles were identified and filtered based on inclusion criteria, language, and research location. Then, the relevant research articles were extracted, sequenced, and examined to identify the subtopics and topics. After the screening and eligibility process, 14 relevant final articles were selected.Results: This study is a literature review study. In the data identification process, a total of 263 articles were identified and filtered based on inclusion criteria, language, and research location. Then, the relevant research articles were extracted, sequenced, and examined to identify the subtopics and topics. After the screening and eligibility process, 14 relevant final articles were selected.

Imitation and the Inimitable: Scenes of (Failing) Translation in Goethe’s Lehrjahre and Novelle

Abstract This paper explores the theme of translation, pseudo-translation, and multilingualism in Goethe’s Lehrjahre and Novelle. Both texts stage processes of (failing) translation in order to reflect on issues of linguistic identity and linguistic homogeneity. Overall, Goethe’s latent inclusion of different languages in these texts demonstrates his deep engagement with language diversity, as he resisted the monolingualizing tendencies of his time. The paper argues that the two novels underscore the tension between embracing linguistic otherness and conforming to monolingual norms in German classicism.

The exclusion of inclusion : A critical analysis of the use of inclusive language in development practice

The exclusion of inclusion : A critical analysis of the use of inclusive language in development practice

Fostering Belonging Beyond the Health Office Through Inclusive Language.

A sense of belonging in school is fostered when students feel included. School nurses can establish an inclusive school atmosphere where students feel safe, supported, accepted, and valued. The language choices of school nurses play a key role in fostering such an environment. Through consciously using language that promotes respect, acceptance, justice, and equity, nurses can support student well-being. Nurses may be using embedded terminologies and outdated language that promotes exclusion but can learn and model inclusive language practices such as cultural humility, calling in, and respecting pronouns. Making intentional choices to embrace and employ these practices is imperative to supporting student health today.