Type of Presentation

Individual paper/presentation

Conference Strand

Diversity and Inclusion

Target Audience

Higher Education

Second Target Audience

K-12

Location

Session 4 Papers

Relevance

As the English language evolves, critics often erroneously claim that it should 'remain as it always has been' rather than acknowledging natural development and treating understanding and applying inclusive language as a lifelong skill. Faculty in all disciplines and modalities face this issue. The session demonstrates how they and their students can locate, evaluate, and apply online resources related to English and inclusive language development.

Abstract

When popular media and many individuals discuss changes in English, some erroneously contend that the language has always been the same and changes amount to little more than “politically correct woke liberalism” desired by only certain people. The English language continually evolves as a natural process that nothing can force nor prevent. Field-specific language also changes with increased understanding and knowledge. The variety of English taught to most students also shifts as Writing Across the Curriculum (WAC)/Writing Across Disciplines (WAD) initiatives increasingly focus on Global English rather than the standard of any one country or group. Even informal interactions with faculty influence how students understand diversity, equity, and inclusion topics such as the use of language (Johnson et al., 2020). Educators across disciplines and modalities must model inclusive, effective communication, including changing usage rules, diction, grammar, and punctuation. Helping students understand the development of English and find credible, inclusive writing resources – especially those faculty use in their own writing – both encourages student information literacy and follows Alder-Kassner’s (2019) advice that when instructors share professional knowledge and practices regarding inclusive communication, teaching and learning about the subject become more effective. This session examines and models how all instructors, regardless of their subject area or modality, can use micro-learning principles and virtual field-trip to help students locate, evaluate, and use online resources on the evolution of English, field-specific language development, and inclusive communication.

References

Adler-Kassner, L. (2019). Designing for “more”: Writing’s knowledge and epistemologically inclusive teaching. WAC Journal, 35–63.

Johnson, D. R., Scheitle, C. P., Juvera, A., Miller, R., & Rivera, V. (2020). A social exchange perspective on outside-of-class interactions between underrepresented students and faculty. Innovative Higher Education, 45(6), 489–507. https://doi-org.libauth.purdueglobal.edu/10.1007/s10755-020-09518-6

Presentation Description

English evolves naturally, and field-specific language changes with increased knowledge. Accepting and understanding the evolution of the language and locating credible resources must become lifelong skills. This session examines and models how all instructors, regardless of their subject area or modality, can use modeling, micro-learning principles, and virtual field trips to promote inclusive communication and help students locate, evaluate, and use available resources on the evolution of English, field-specific language development, and inclusive communication.

Keywords

Writing, Diversity, Inclusivity, Modeling, Teaching Best Practices, Online Learning, Virtual Learning, Face to Face Learning, Hybrid Learning, Life-long learning

Publication Type and Release Option

Presentation (Open Access)

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Apr 1st, 1:00 PM Apr 1st, 1:30 PM

English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction

Session 4 Papers

When popular media and many individuals discuss changes in English, some erroneously contend that the language has always been the same and changes amount to little more than “politically correct woke liberalism” desired by only certain people. The English language continually evolves as a natural process that nothing can force nor prevent. Field-specific language also changes with increased understanding and knowledge. The variety of English taught to most students also shifts as Writing Across the Curriculum (WAC)/Writing Across Disciplines (WAD) initiatives increasingly focus on Global English rather than the standard of any one country or group. Even informal interactions with faculty influence how students understand diversity, equity, and inclusion topics such as the use of language (Johnson et al., 2020). Educators across disciplines and modalities must model inclusive, effective communication, including changing usage rules, diction, grammar, and punctuation. Helping students understand the development of English and find credible, inclusive writing resources – especially those faculty use in their own writing – both encourages student information literacy and follows Alder-Kassner’s (2019) advice that when instructors share professional knowledge and practices regarding inclusive communication, teaching and learning about the subject become more effective. This session examines and models how all instructors, regardless of their subject area or modality, can use micro-learning principles and virtual field-trip to help students locate, evaluate, and use online resources on the evolution of English, field-specific language development, and inclusive communication.

References

Adler-Kassner, L. (2019). Designing for “more”: Writing’s knowledge and epistemologically inclusive teaching. WAC Journal, 35–63.

Johnson, D. R., Scheitle, C. P., Juvera, A., Miller, R., & Rivera, V. (2020). A social exchange perspective on outside-of-class interactions between underrepresented students and faculty. Innovative Higher Education, 45(6), 489–507. https://doi-org.libauth.purdueglobal.edu/10.1007/s10755-020-09518-6