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Inclusion in Linguistics, the companion volume to Decolonizing Linguistics, aims to reinvent linguistics as a space of belonging across race, gender, class, disability, geographic region, and more. Taken together, the two volumes are the first comprehensive, action-oriented, book-length discussions of how to advance social justice in all aspects of the discipline.
This is an open access title available under the terms of a CC BY-NC-ND 4.0 International license. It is free to read at Oxford Academic and offered as a free PDF download from OUP and selected open access locations. Decolonizing Linguistics, the companion volume to Inclusion in Linguistics, is designed to uncover and intervene in the history and ongoing legacy of colonization and colonial thinking in linguistics and related fields. Taken together, the two volumes are the first comprehensive, action-oriented, book-length discussions of how to advance social justice in all aspects of the discipline. The introduction to Decolonizing Linguistics theorizes decolonization as the process of centering Black, Native, and Indigenous perspectives, describes the extensive dialogic and collaborative process through which the volume was developed, and lays out key principles for decolonizing linguistic research and teaching. The twenty chapters cover a wide range of languages and linguistic contexts (e.g., Bantu languages, Creoles, Dominican Spanish, Francophone Africa, Zapotec) as well as various disciplines and subfields (applied linguistics, communication, historical linguistics, language documentation and revitalization/reclamation, psycholinguistics, sociolinguistics, syntax). Contributors address such topics as refusing settler-colonial practices and centering community goals in research on Indigenous languages; decolonizing research partnerships between the Global South and the Global North; and prioritizing Black Diasporic perspectives in linguistics. The volume's conclusion lays out specific actions that linguists can take through research, teaching, and institutional structures to refuse coloniality in linguistics and to move the field toward a decolonized future.
"This introduction to Inclusion in Linguistics begins by explaining the motivation for the volume and its grounding in social justice initiatives within linguistics, the academy, and society more broadly. It then provides an overview of the chapters, organized around the volume's major themes: intersectional inclusion, disciplinary and institutional pathways for inclusion, creating just and inclusive classrooms, and fostering community partnerships and public engagement. Next, reflecting on the insights of the chapters, a key principle of inclusion in academia is discussed, namely, that inclusion and exclusion are both personal and structural. Finally, the inclusive process of developing and creating the volume is described and the reader is called upon to use this volume and its companion, Decolonizing Linguistics, to develop their own action plan for advancing social justice in linguistics"--
This collection provides an overview of some of the most relevant concepts in the study of the language of inclusion and exclusion, specifically with a view to the functioning of nation-state categories. Categorizations, words, and phrases are constantly renewed with the intention to exclude (mostly) or to include (rarely), promulgating problematizations that highlight discursive distinctions between in-groups and out-groups. Such discursive constructions and the practices through which they are effectuated are sites of symbolic power, and their study reveals the workings of power. Historical analysis of the language of inclusion and exclusion can help elucidate contemporary transformations of discursive power. The chapters in this volume discuss forms of discursive problematization such as defining, claiming, legitimizing, expanding, sensationalization and suggestion, and it connects these to the discursive drawing of boundaries, focusing on discursive constructions of ‘illegality’, race, class, gender, immigrant integration and transnationalism. As state categorizations continuously differ, both the historical analysis of their genesis, functioning and transformation, and the contemporary analysis of their practical effectuation are crucial to an understanding of inclusion and exclusion. This book was originally published as a special issue of Ethnic and Racial Studies.
This book presents a collection of papers on clusivity, a newly coined term for the inclusive–exclusive distinction. Clusivity is a widespread feature familiar from descriptive grammars and frequently figuring in typological schemes and diachronic scenarios. However, no comprehensive exploration of it has been available so far. This book is intended to make the first step towards a better understanding of the inclusive–exclusive opposition, by documenting the current linguistic knowledge on the topic. The issues discussed include the categorial and paradigmatic status of the opposition, its geographical distribution, realization in free vs bound pronouns, inclusive imperatives, clusivity in the 2nd person, honorific uses of the distinction, etc. These case studies are complemented by the analysis of the opposition in American Sign Language as opposed to spoken languages. In-depth areal and family surveys of clusivity consider this opposition in Austronesian, Tibeto-Burman, central-western South American, Turkic languages, and in Mosetenan and Shuswap.
Engaging with Linguistic Diversity analyses a highly successful and innovative approach to inclusive plurilingual education at primary level and demonstrates how it can be replicated internationally, without access to special funding or resources. This book describes and interprets the extended case study of Scoil Bhríde Primary School in Ireland. The school has developed an approach to dual language education that assigns a central role to pupils' home languages, through content-language integration and the development of language learner autonomy. The book explores the benefits of this approach, which range from high levels of age-appropriate literacy in the language of schooling and the second language of the curriculum, and – in the case of pupils from migrant families – their home languages. It draws on a wealth of practical evidence, including video recordings of classroom interactions at Scoil Bhríde, to illustrate how schools can promote multilingualism in ethnically and linguistically diverse communities, for the benefit of all, including monolingual students. This is particularly relevant to a large number of European and Anglophone countries today, many of which are ill-equipped to address the pedagogic and policy issues raised in the book. The authors illustrate how to develop an inclusive whole-school language policy and reimagine teacher education, putting language at the centre of pedagogy. With sustained reference to a wide range of relevant research findings and theories, including translanguaging, plurilingual literacy, and the development of metalinguistic awareness, this book is essential reading for researchers and policy-makers in the field of linguistically inclusive education.
Inclusive language remains a hot topic. Despite decades of empirical evidence and revisions of formal language use, many inclusive adaptations of English and German continue to be ignored or contested. But how to convince speakers of the importance of inclusive language? Rewriting Language provides one possible answer: by engaging readers with the issue, literary texts can help to raise awareness and thereby promote wider linguistic change.
The release of a report by the Modern Language Association, “Foreign Languages and Higher Education: New Structures for a Changed World,” focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued “Diversity and Inclusion in Language Programs,” a position statement highlighting the value of inclusive classrooms that support diverse perspectives and learning needs. That statement specifies that all students, regardless of background, should have ample access to language instruction. Meanwhile, in the wake of these two publications, the number of college students with disabilities continues to increase, as has the number of world language courses taught by graduate teaching assistants and contingent faculty. Disability and World Language Learning begins at the intersection of these two growing concerns: for the diverse learner and for the world language instructor. Devoted to practical classroom strategies based on Universal Design for Instruction, it serves as a timely and valuable resource for all college instructors—adjunct faculty, long-time instructors, and graduate assistants alike—confronting a changing and diversifying world language classroom.
In today’s culturally diverse classrooms, students possess and use many culturally, ethnically, and regionally diverse English language varieties that may differ from standardized English. This book helps classroom teachers become attuned to these differences and offers practical strategies to support student achievement while fostering positive language attitudes in classrooms and beyond. The text contrasts standardized varieties of English with Southern, Appalachian, and African American English varieties, focusing on issues that are of everyday concern to those who are assessing the linguistic competence of students. Featuring a narrative style with teaching strategies and discussion questions, this practical resource: Provides a clear, introductory explanation of what is meant by non-standard English, from both linguistic and educational viewpoints. Emphasizes what educators needs to know about language variation in and outside of the classroom. Addresses the social factors accompanying English language variation and how those factors interact in real classrooms. “A landmark book. . . . It guides linguists and educators as we all work to apply our knowledge on behalf of those for whom it matters most: students.” —From the Afterword by Walt Wolfram, North Carolina State University “In the ongoing debate about language we typically hear arguments about what students say and/or how they say it. Finally, a volume that takes on the ‘elephant in the parlor’—WHO is saying it. By laying bare the complicated issues of race, culture, region, and ethnicity, Charity Hudley and Mallinson provide a scholarly significant and practically relevant text for scholars and practitioners alike. This is bound to be an important contribution to the literature.” —Gloria Ladson-Billings, University of Wisconsin–Madison “An invaluable guide for teachers, graduate students, and all lovers of language. The authors provide a comprehensive and fascinating account of Southern and African American English, showing how it differs from standardized English, how those differences affect children in the classroom, and how teachers can use these insights to better serve their students.” —Deborah Tannen, University Professor and professor of linguistics, Georgetown University
Author : Johanna Nichols Publisher : University of Chicago Press Page : 380 pages File Size : 13,47 MB Release : 1999-06 Category : Language Arts & Disciplines ISBN : 9780226580579
Some structural features of languages predict others, some remain unchanged in daughter languages, others have an areal consistency; in establishing typologically, historically and geographically stable features in the worlds languages, examples are included from Kayardild, Djingili, Dyirbal, Mangarayi, Maung, Ngiyambaa.