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Language is more than a means of communication; it shapes our thoughts, cultures, and identities. It enables us to express feelings, share experiences, and build relationships, delving into the essence of human connection and societal development.
The Role of Language in Education
In education, language significantly influences students' learning experiences and outcomes. The language used by educators impacts students' self-perception and abilities. Using inclusive, strengths-based language, which focuses on students' strengths rather than deficits, fosters a supportive and empowering learning environment. For instance, describing a student as "having difficulty with reading" rather than "a poor reader" shifts the focus to specific challenges that can be addressed, encouraging a growth mindset.
Language and Social Change
Language can drive social change by reinforcing or challenging stereotypes and promoting inclusivity. Using gender-neutral language and avoiding terms that perpetuate biases are steps toward a more inclusive society. Research on language shows how consciously chosen language can influence perceptions, challenge ingrained biases, and contribute to broader social change by fostering positive and inclusive attitudes (Ainscow, 2005; Argyris, 1990; Bonilla-Silva, 2010; Harkness, Walker, Meyer (2022); Maynes, Pierce, & Laslett, 2008; Mentis & Annan, 2013; Senge, Kleiner, Roberts, Ross, & Smith, 1994; White & Epston, 1990).
The Impact of Inclusive Language
Inclusive language emphasises strengths and external factors influencing behaviour rather than internal deficiencies. This approach helps create an environment where students are valued for their abilities and potential contributions. Recognising that difficulties may be influenced by environmental factors shifts the focus from "fixing" the student to modifying the environment to better support learning.
Avoiding Assumptions, Judgements, and Emotive Language
Language use can greatly affect educational interventions. Avoiding assumptions, judgements, and emotive language ensures that interactions remain objective, fact-based, and inclusive, fostering a supportive environment for students and educators.
Avoiding Assumptions
Assumptions, often stemming from implicit attitudes or cognitive biases, can lead to misunderstandings and ineffective interventions. For example, assuming a student's behaviour is due to lack of motivation without exploring other reasons can be counterproductive. Seeking factual information and asking open-ended questions uncovers the actual issues behind behaviours, enabling more tailored and effective support.
Reframing Judgements
Judgements, quick evaluations influenced by personal biases, should be reframed into neutral observations. Instead of labelling a student as "disruptive," describing specific behaviours, such as "the student frequently talks during instruction," provides a clearer understanding of the student's actions and needs, promoting constructive dialogue.
Managing Emotive Language
Emotive language, which conveys strong feelings, can skew perceptions and responses. Terms like "lazy" or "troublemaker" are unhelpful and detrimental to a student’s self-esteem. Describing a student as "having difficulty staying focused during tasks" provides a clearer, non-judgmental basis for addressing behaviour, supporting the development of positive, strengths-based interventions that focus on building the student's abilities.
Practical Applications in Practice
To avoid assumptions, judgements, and emotive language effectively:
Paraphrase and Clarify: Regularly paraphrase what is said to ensure shared understanding of the issues discussed.
Ask Open-Ended Questions: Encourage detailed responses to gain richer information.
Reflect Continuously: Reflect on language and assumptions to maintain an objective and inclusive stance, supported through professional development and collaborative discussions.
Conclusion
Language is a powerful tool that shapes our world profoundly. In education, it influences students' self-perception and potential. The conscious use of inclusive, strengths-based language can foster positive relationships, empower individuals, and promote a more equitable society. By reflecting on and improving our language use, we can create environments that celebrate diversity, encourage growth, and build stronger connections among all individuals. Avoiding assumptions, judgements, and emotive language is vital for fostering a supportive and effective educational environment. Through raising awareness, continuous reflection, and professional development, educators can enhance their language use to better support and empower their students.
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References
Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change? Journal of Educational Change, 6(2), 109-124. doi:10.1007/s10833-005- 1298-4
Argyris, C. (1990). Overcoming organizational defenses: Facilitating organizational learning. Boston: Allyn and Bacon.
Bonilla-Silva, E. (2010). Racism without racists: Color-blind racism and the persistence of racial inequality in the United States (3rd ed.). Lanham: Rowman & Littlefield Publishers.
Harkness, F.J., Walker, J., Meyer F. (2022) Language Matters: Developing Inclusive, Strengths-Based Practice in a Cluster of Resource Teachers: Learning and Behaviour. Australasian Journal of Special and Inclusive Education. 2022;46(2):138-150.
Maynes, M. J., Pierce, J. L., & Laslett, B. (2008). Telling stories: The use of personal narratives in the social sciences and history. Ithaca: Cornell University Press.
Mentis, M., & Annan, J. (2013). Shifting perspectives to shape inclusive practices. In Inclusive Education: Perspectives on Professional Practice (pp. 25-39). Auckland: Centre of Excellence for Research in Inclusive Education,.
Senge, P. M., Kleiner, A., Roberts, C., Ross, R. B., & Smith, B. B. (1994). The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization. London: Nicholas Brealey Publishing.
White, M., & Epston, D. (1990). Narrative Means to Therapeutic Ends (1st ed.). New York: Norton.
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