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Articles de revues sur le sujet « Inclusive language use »

Auteur : Grafiati

Publié le 2 juin 2025

Mis à jour le 31 juillet 2025

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1

Atkinson, Stacey. "Use of inclusive language." Learning Disability Practice 19, no. 1 (2016): 17. http://dx.doi.org/10.7748/ldp.19.1.17.s17.

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Slemp, Katie. "Attitudes towards varied inclusive language use in Spanish on Twitter." Working papers in Applied Linguistics and Linguistics at York 1 (September 13, 2021): 60–74. http://dx.doi.org/10.25071/2564-2855.6.

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Research into gender-inclusive language in Spanish has demonstrated that inclusive language generally appears in four forms: doublets, -@, -x, and -e. There is little research on language attitudes towards the use of gender-inclusive language in Spanish, although studies exist for other languages. The present study compiled a corpus of published tweets that contained the markers -@, -x, and -e. Based on this data, hypothetical tweets were constructed that fell into four different categories, corresponding to the author of the tweet: business, personal, academic, and political. These hypothetic

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Leal, Daniela, Freitas Jorge Peixoto, Sara Isabel Magalhães, and Marisa Matias. "Quem Inclusivo Fala, Sempre Acerta: Uma Discussão Sobre Linguacem Inclusiva." Ex æquo 49 (April 22, 2024): 19–34. https://doi.org/10.22355/exaequo.2024.49.03.

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This article explores the role of language in the (de)construction of inequalities, identifying inclusive communication as a strategy for promoting diversity and defying stereotypes. Based on a review of the state of the art, it presents institutional good practices for adopting inclusive language and, in an intersectional approach, discusses the interaction between language, discrimination, and performance in different groups of people. It reflects on linguistic, political, and social resistances, proposing directions for the use of inclusive language, which favor changes

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Ollomurodov, Arjunbek Orifjonovich. "INCLUSIVE LANGUAGE TEACHING AND STRATEGIES." МЕДИЦИНА, ПЕДАГОГИКА И ТЕХНОЛОГИЯ: ТЕОРИЯ И ПРАКТИКА 2, no. 5 (2024): 331–43. https://doi.org/10.5281/zenodo.11205159.

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This article discusses about Inclusive Language Teaching and Strategies in educational settings. It explores the benefits of them and it’s effective sides for teaching. It presents arguments supporting the process, overview real-world language use in curricula and highlights the impact of it for overall academic success. Additionally, the article acknowledges potential challenges and offers suggestions for overcoming them. Overall, it advocates for the significance of language instruction that refers to an approach in language teaching and learning that prioritizes the communication of m

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Lardelli, Manuel, and Dagmar Gromann. "Translating non-binary coming-out reports: Gender-fair language strategies and use in news articles." Journal of Specialised Translation, no. 40 (July 25, 2023): 213–40. https://doi.org/10.26034/cm.jostrans.2023.531.

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With the increased visibility of non-binary people, more and more strategies have been proposed for gender-fair language in languages that have grammatical gender, such as German. Gender-fair is used as an umbrella term for gender-inclusive, the explicit inclusion of all genders beyond the binary, and gender-neutral strategies, which omit any gender-specific references in language. An in-depth overview of these strategies has not yet been provided and very few studies analyse their use. This article proposes an in-depth introduction to gender-fair language strategies in German and Italian and

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اسعد عبود, بان. "Inclusive Use of Indefinite, Definite and Zero Article in English and Arabic Religious Texts." لارك 1, no. 36 (2019): 284–91. http://dx.doi.org/10.31185/lark.vol1.iss36.1381.

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The present study aims at investigating the inclusive function of the indefinite, definite and zero article in English and Arabic. These articles are used in the two languages for generic reference but each language has certain conditions for this inclusive use. The researchers shed light on the syntactic and pragmatic aspects of the articles in each language because the syntactic structure of the sentence in Arabic determines the inclusive function. As for the pragmatic level, the interpretation of the reader and the context in which the articles are used determines their inclusive reference.

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Lang, Tom. "Inclusive language: Easier said than done." European Science Editing 51 (April 14, 2025): e143790. https://doi.org/10.3897/ese.2025.e143790.

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Inclusive language is 'language free of stereotypes, implicit bias, and negative messages'. The inclusive language movement intends to 'acknowledge diversity, convey respect to all people, be sensitive to differences, and promote equal opportunities'. However, inclusive language is an idea or a value, not a widespread, organised effort to establish a definitive set of terms. Who decides what terms to use? What are the costs and consequences of establishing these terms? To better understand the movement, I looked at it from the perspective of diffusion theory, which seeks to explain how new pro

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Remigio, Ma Theresa R., and Arlene D. Talosa. "Student’s general attitude in gender-inclusive language." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (2021): 864. http://dx.doi.org/10.11591/ijere.v10i3.21573.

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Centered on studies on language and gender, this study generally aimed to assess the students’ general attitude towards Gender-Inclusive It likewise determined difference on attitude when grouped according to sex. The study utilized quantitative research design. Survey questionnaire using the IASNL was the instrument used which assesses beliefs, recognition of sexist language and willingness to use gender-inclusive language. Respondents utilized were randomly selected students of the College of Teacher Education. Results revealed that most of the students were female, displaying a positive att

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Ma., Theresa R. Remigio, and D. Talosa Arlene. "Student's general attitude in gender-inclusive language." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (2021): 864–70. https://doi.org/10.11591/ijere.v10i3.21573.

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Centered on studies on language and gender, this study generally aimed to assess the students’ general attitude towards Gender-Inclusive It likewise determined difference on attitude when grouped according to sex. The study utilized quantitative research design. Survey questionnaire using the IASNL was the instrument used which assesses beliefs, recognition of sexist language and willingness to use gender-inclusive language. Respondents utilized were randomly selected students of the College of Teacher Education. Results revealed that most of the students were female, displaying a positi

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Ishaq, Shabana. "Should I use gender-inclusive language in dental practices?" BDJ In Practice 37, no. 8 (2024): 300–301. http://dx.doi.org/10.1038/s41404-024-2803-x.

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Satriatama, Prasetya Eghy. "Inclusive Japanese Language Use In Support Of Gender Equality." KIRYOKU 8, no. 2 (2024): 397–403. https://doi.org/10.14710/kiryoku.v8i2.397-403.

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Gender-differentiated language use in Japanese stems from traditions and social norms that have developed over time. However, usage of gender-neutral Japanese is still not very popular in Japan. This article aims to provide an insight into gendered language use, particularly gender-based language use. The method used to write this article is a qualitative approach with an analytical descriptive method. The data is then collected through literature study. Also, the data sources used in this study are books, journals, articles and online news related to the uses of neutral Japanese in Japanese s

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Patev, Alison J., Chelsie E. Dunn, Kristina B. Hood, and Jessica M. Barber. "College Students’ Perceptions of Gender-Inclusive Language Use Predict Attitudes Toward Transgender and Gender Nonconforming Individuals." Journal of Language and Social Psychology 38, no. 3 (2018): 329–52. http://dx.doi.org/10.1177/0261927x18815930.

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Transgender and gender nonconforming (TGNC) individuals face negative consequences linked to prejudice, including homelessness and violence. One medium that perpetuates prejudice toward TGNC individuals is our choice in language. Biased language is related to prejudiced attitudes. Use of gender-inclusive language, however, promotes gender equality. Previous research has examined gender-inclusive language use regarding cisgender men and women, but little work has focused on gender-inclusive language use regarding TGNC individuals. Two studies explored the connections between attitudes toward tr

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Valdiri Vinasco, Carolina. "Bridging the Inclusion Gap in Colombian Language Classrooms: A Literature Review." Lenguaje 52, no. 02 (2024): e20814310. https://doi.org/10.25100/lenguaje.v52i2.14310.

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Inclusive classrooms are a priority for educators, as they bear the responsibility of ensuring equal opportunities for all students. Previous research in Colombia focuses on specific aspects of inclusion and there is a need for a comprehensive overview that offers a broader perspective of the state of inclusion within the country. This article addresses this gap by reporting findings from an analysis of eight Colombian journals from 2000 to 2023 regarding the issues of inclusion and the use of differentiated instruction in second and foreign-language classrooms. This study aims to identify the

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Khamroeva, Sanobar Hasan qizi. "INCLUSIVE INSTRUCTION IN LANGUAGES AND STRATEGIES." МЕДИЦИНА, ПЕДАГОГИКА И ТЕХНОЛОГИЯ: ТЕОРИЯ И ПРАКТИКА 2, no. 6 (2024): 83–93. https://doi.org/10.5281/zenodo.11583499.

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This article discusses about Inclusive Language Teaching and Strategies in educational settings. It explores the benefits of them and it’s effective sides for teaching. The author presents arguments supporting the process, overview real-world language use in curricula and highlights the impact of it for overall academic success. Additionally, the article acknowledges potential challenges and offers suggestions for overcoming them. Overall, it advocates for the significance of language instruction that refers to an approach in language teaching and learning that prioritizes the communicat

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Samples, Caitlin E. "Gender-inclusive Language in Twitter." Hispania 107, no. 1 (2024): 139–60. http://dx.doi.org/10.1353/hpn.2024.a921466.

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Abstract: Gender-inclusive language serves to recognize women and people with non-binary gender identities as part of the primary group, and it has been seen in various languages, including Arabic (Berger 2019), English (Berger 2019; Mathews 1995), Hebrew (Berger 2019), Portuguese (Secretaria de Comunicação 2021), Spanish (Berger 2019; Guzmán Stein 2004), and Swedish (Berger 2019; Gustafsson Sendén et al. 2015), among others (Berger 2019). In Spanish, for example, speakers exchange the generic masculine – o gender morpheme for morphemes like –@, – x , or – e . Through an analysis of the use of

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Makoelle, Tsediso Michael. "Language, Terminology, and Inclusive Education: A Case of Kazakhstani Transition to Inclusion." SAGE Open 10, no. 1 (2020): 215824402090208. http://dx.doi.org/10.1177/2158244020902089.

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Kazakhstan has adopted the idea of inclusive education. The country has embarked on transforming its education at all levels of schooling to reflect the ethos of equity and inclusion. Tremendous success has been registered so far; however, the language used in the realm of its special/inclusive education has not changed much, as it still bears the hallmarks of the past Soviet vocabulary. Therefore, this article provides an analytic perspective on exclusive terminology and vocabulary still being used, which in one way or another perpetuates misconceptions and stereotypes about diversity and dif

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Datskiv, Olha, and Sofia Datskiv. "Primary school inclusive foreign language teaching features." Scientific and methodological journal "Foreign Languages", no. 3 (September 30, 2021): 44–50. http://dx.doi.org/10.32589/1817-8510.2021.3.241160.

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    An integral part of the formation of the New Ukrainian School is an inclusive component, which forms a new philosophy of society based on the understanding of diversity and equality for all. Involvement in education and constant support of children with special educational needs should take place at all stages of receiving complete secondary education, especially in primary school. The paper discusses the features of inclusive foreign language teaching in primary school. Based on the research analysis, pedagogical observation of the educational process in English le

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Teschers, Christoph. "Proposing a Holistic Inclusive Education Model for Policy, Curriculum and Classroom Development." Teachers' Work 17, no. 1and2 (2020): 73–87. http://dx.doi.org/10.24135/teacherswork.v17i1and2.299.

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The notions of inclusion and diversity have seen an increased used in a wide variety of areas in public debate and policy, and are widely used in educational documents in New Zealand and international since the UNESCO Salamanca Statement in 1994. What is meant by inclusion and diversity in many of these context is often rather unclear, however. The discourse of inclusion could be described as having become the standard for political correctness in official language, without always consequently reflecting on and applying the implications that the use of inclusive language implies. This includes

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Díaz-Millón, Mar, Irene Rivera-Trigueros, and María-Dolores Olvera-Lobo. "Gender-inclusive language analysis framework (GILAF)." Revista Signos. Estudios de Lingüística 57, no. 115 (2024): 448–71. https://doi.org/10.4151/s0718-0934202401150945.

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The use of (gender-)inclusive language is increasingly gaining attention in all spheres of society, including corporate communication. The main aim of this paper is to present GILAF, an evaluation framework to analyze and describe Spanish (gender-) inclusive language in corporate websites. For such a purpose, the elaboration process of the analysis framework is described, quantitatively validated, and applied to a sample of corporate websites from Spanish SMEs. The validation process proved that the GILAF framework is suitable for analyzing and describing (gender)-inclusive language strategies

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Kim, Uh Sung. "A Study on the Use of Inclusive Language in Mexico." Latin American and Caribbean Studies 41, no. 1 (2022): 373–406. http://dx.doi.org/10.17855/jlas.2022.2.41.1.373.

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Yeaton, Jeremy, María Muelas-Gil, and Gregory Scontras. "Gender-inclusive language as a Rational Speech Act in Spanish." Proceedings of the Linguistic Society of America 8, no. 1 (2023): 5529. http://dx.doi.org/10.3765/plsa.v8i1.5529.

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Amidst social changes in gendered language use, there is pushback from institutions such as the Spanish Royal Academy, which claims that the use of the generic masculine (e.g., bomberos ‘firemen’) in describing a mixed-gender group is equally inclusive of both men and women (Bosque 2012). By contrast, speakers of Spanish have increasingly adopted gender-inclusive alternatives to the generic masculine (e.g., bomberos o bomberas; Bengoechea 2015). Across two behavioral tasks, we investigated whether gender-inclusive forms actually lead to more inclusive interpretations. We found that the use of

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Orgeira-Crespo, Pedro, Carla Míguez-Álvarez, Miguel Cuevas-Alonso, and María Isabel Doval-Ruiz. "Decision Algorithm for the Automatic Determination of the Use of Non-Inclusive Terms in Academic Texts." Publications 8, no. 3 (2020): 41. http://dx.doi.org/10.3390/publications8030041.

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The use of inclusive language, among many other gender equality initiatives in society, has garnered great attention in recent years. Gender equality offices in universities and public administration cannot cope with the task of manually checking the use of non-inclusive language in the documentation that those institutions generate. In this research, an automated solution for the detection of non-inclusive uses of the Spanish language in doctoral theses generated in Spanish universities is introduced using machine learning techniques. A large dataset has been used to train, validate, and anal

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Barcena, Elena, Timothy Read, and Beatriz Sedano. "An Approximation to Inclusive Language in LMOOCs Based on Appraisal Theory." Open Linguistics 6, no. 1 (2020): 38–67. http://dx.doi.org/10.1515/opli-2020-0003.

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AbstractThis article explores inclusive language as a form of verbal communication in an open online language course for refugees and migrants. Firstly, the existing evidence of the benefits of using inclusive language in education is analyzed. Secondly, the specific need to use this type of language in the context of online courses for displaced people is discussed. Thirdly, a first approximation towards the identification of linguistic resources that may impact both group inclusion and individual discrimination is attempted, based on principles and categories from Appraisal Theory. Fourthly,

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Lillian, Donna L. "Rewriting Language: How Literary Texts Can Promote Inclusive Language Use by Christiane Luck (2020)." Gender and Language 14, no. 3 (2020): 1–3. http://dx.doi.org/10.1558/genl.42098.

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Ndebele, Hloniphani. "Is isiZulu a ‘problem or a ‘resource’? Engineering students’ perceptions of teaching and learning in a multilingual context." Journal for Language Teaching 54, no. 1 (2021): 123–49. http://dx.doi.org/10.4314/jlt.v54i1.2.

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Research and praxis in the field teaching and learning in the South African higher education context has been characterised by calls to expand the languages of teaching and learning through the inclusive use of African languages in higher education. Such calls are based on the realisation of the critical role that students’ home language can play in cognitive and linguistic development, among other things, in education. The focus of this paper is to ascertain the perceptions of students about the inclusive use of isiZulu, an African language, as a language of teaching and learning. Data were g

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Symaco, Lorraine Pe. "Education, language policy and language use in the Philippines." Language Problems and Language Planning 41, no. 1 (2017): 87–102. http://dx.doi.org/10.1075/lplp.41.1.05sym.

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Abstract The roles of language policy and language practice and use in education have been regarded to influence the efficacy of teaching and learning in the school setting. With the rise of globalisation and internationalisation of services in education, the objective of producing manpower that is equipped to the demands of the knowledge-based economy has realigned government policies worldwide to put education at the forefront of its development plans. From the rise of English language as ‘the’ language for globalisation calls for a more inclusive and locally- oriented mother-tongue based mu

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Kim, Eser. "Rethinking Divine Language: Theological and Pedagogical Implications of Inclusive Language." Korean Association for the Study of Religious Education 81 (June 30, 2025): 109–22. https://doi.org/10.58601/kjre.2025.06.30.06.

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[Objective] This article explores how the language used to describe God profoundly shapes learners’ theological imagination and spiritual formation. It addresses the need for inclusive God-language in religious education settings, particularly within the Korean church context. [Contents] Drawing on metaphor theory and the concept of the null curriculum, the study examines the formative effects of exclusively masculine images of God. It critically engages voices such as Sallie McFague (1987) and David Stewart (2010). Building on the ethnography research of Dave Csinos (2020), this study explore

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Escudeiro, Paula, Bruno Galasso, Dirceu Teixeira, Márcia Campos Gouveia, and Nuno Escudeiro. "Inclusive MOOC – educational content for deaf people, a Portuguese proof of concept." Cypriot Journal of Educational Sciences 17, no. 4 (2022): 1269–87. http://dx.doi.org/10.18844/cjes.v17i4.7151.

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 The communication gap between deaf and non-deaf communities arises due to the use of distinct mother languages. A deaf student, who used to communicate in sign language, cannot read fluently materials written in spoken language. This fact causes serious difficulties to deaf students since most didactic materials in higher education are available exclusively in spoken languages. In this paper, we propose a pedagogical model to deliver educational materials in sign language aiming to provide deaf students the same conditions to succeed as the others, i.e., didactical materials available i

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Shenk, Elaine M. "“¿Es que el tema nos obliga a repensar algunos elementos?” La (de)legitimación del lenguaje inclusivo." Revista de Filología y Lingüística de la Universidad de Costa Rica 51, no. 2 (2025): e1mzjx277. https://doi.org/10.15517/1mzjx277.

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This article investigates personal perspectives regarding several inclusive language options in Spanish. An initial survey was conducted among 109 speakers of Spanish (L1, HL, L2) and of that group, 23 individuals participated in a deeper exploration of the topic by way of personal interviews and written questions. The study identifies the most commonly recognized strategies, personal usage patterns, and experiences related to using (or not using) inclusive language. The paper analyzes qualitatively three distinct themes that arose with some frequency among the participants, which are situated

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Dobeš, Marek. "Evaluation of Quality of Slovak Language Use in LLMS." Acta Electrotechnica et Informatica 25, no. 1 (2025): 28–33. https://doi.org/10.2478/aei-2025-0004.

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Abstract This study explores the rapid advancement of Large Language Models (LLMs) and their growing support for languages beyond English. Despite this progress, the LLM ecosystem remains predominantly focused on English, particularly in key areas such as tokenizers and evaluation metrics. Traditional metrics like BLEU and ROUGE, designed for English, are less effective for languages with different linguistic structures, such as Slovak. This paper highlights the limitations of current metrics and the need for language-specific evaluation methods. The performance of three LLMs—Mistral 7B, Mistr

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Lauring, Jakob, and Anders Klitmøller. "Creativity and Performance in MNCs: The Power of Inclusive Language Use." Academy of Management Proceedings 2014, no. 1 (2014): 11800. http://dx.doi.org/10.5465/ambpp.2014.11800abstract.

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Alexander, Stewart C., J. Dennis Fortenberry, Kathryn I. Pollak, Terrill Bravender, Truls Østbye, and Cleveland G. Shields. "Physicians Use of Inclusive Sexual Orientation Language During Teenage Annual Visits." LGBT Health 1, no. 4 (2014): 283–91. http://dx.doi.org/10.1089/lgbt.2014.0035.

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Klitmøller, Anders. "When Distance is Positive: Exploring Inclusive Language Use in Virtual Work." Academy of Management Proceedings 2015, no. 1 (2015): 13537. http://dx.doi.org/10.5465/ambpp.2015.13537abstract.

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Nuyad, Rose Anamie, Emma Angela S. Generoso, Ruby Jehan Monta, Dencel Faith Saromines, and Angelito Cabanilla Jr. "Incorporating Sign Language to an Inclusive Classroom Setting: A Meta-Synthesis." International Journal for Research in Applied Science and Engineering Technology 11, no. 3 (2023): 1133–39. http://dx.doi.org/10.22214/ijraset.2023.48036.

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Abstract: This study meta-synthesize significant findings of relevant studies that have incorporated sign language into an inclusive classroom. The studies related to sign language in an inclusive classroom from 2014-2021 with the use of a set inclusion and exclusion criteria have screened and included nineteen (19) studies. The included studies were collected from Publish or Perish Software and were organized using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram. Braun and Clarke’s six-step thematic analysis was used to analyze the synthesized data whi

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Izutsu, Mitsuko Narita, and Katsunobu Izutsu. "Inclusivity and non-solidarity." Pragmatics and Society 3, no. 1 (2012): 149–66. http://dx.doi.org/10.1075/ps.3.1.06izu.

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Some languages use first person inclusive plurals for second person reference. Such usage has often been associated with the notions of solidarity or lesser social distance. However, this line of explanation cannot provide an adequate account for the use of inclusives for second person honorific reference in Ainu, an indigenous language of Japan. Members of an Ainu-speaking community or family have traditionally expressed loyalty or deference to their leader (village or family holder), rather than friendship or companionship. The present paper argues that the usage of first person inclusives f

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Aulia, Muhammad. "A study of ontogenetic level of language development and gender differences affecting language use in Acehnese language." Studies in English Language and Education 4, no. 1 (2017): 120. http://dx.doi.org/10.24815/siele.v4i1.7009.

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There have been numerous studies analysing gender differences in language use. Most of them predominantly adopted static or hierarchical approach with obsolete understanding of gender differences. Concurrently with the high demand of socio-cultural aspects inclusion in language development studies, the research of gender in language use has also driven to the same direction with mixed talk and the use of dynamic approach as an alternative for more inclusive socio-cultural spectrum. Two student university classes were observed and their classroom conversations in mixed gender were meticulously

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Lauring, Jakob, and Anders Klitmøller. "Inclusive Language Use in Multicultural Business Organizations: The Effect on Creativity and Performance." International Journal of Business Communication 54, no. 3 (2015): 306–24. http://dx.doi.org/10.1177/2329488415572779.

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Few studies have dealt with inclusive language use in multicultural organizations. This is unfortunate because it has been hypothesized that such organizations will be more creative and will perform better than mono-cultural organizations if communication issues are dealt with correctly by managers. In this study, we test the general hypothesis that inclusive language use by managers and employees in formal and informal situations will increase the creativity and performance in multicultural organizations. By use of responses from 676 individuals employed in privately owned multicultural compa

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Dinelli, John, Preethi Govindarajan, Alissa Piatelli, and Benjamin Margolis. "Patient Perceptions on the Use of Gender-Inclusive Language in Obstetrics and Gynecology: A Qualitative Study [ID 2683479]." Obstetrics & Gynecology 143, no. 5S (2024): 7S. http://dx.doi.org/10.1097/01.aog.0001012936.56866.3a.

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INTRODUCTION: This qualitative study explored how gender-inclusive language affects patients receiving care from obstetrician–gynecologists. METHODS: Purposive sampling was used to ensure a diverse population of participants. Semistructured video interviews were used to explore perceptions of gender-inclusive language. Interviews were transcribed, coded, and analyzed via ATLAS.ti. RESULTS: Fourteen interviews were completed. Fifty-seven percent of participants were 18–30 years old. Fourteen percent of participants were over 50 years old. Twenty-nine percent of participants identified as a gend

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Oktarini, Widya. "The Use of Language Aspects as Rhetorical Devices in Obama’s Inaugural Addresses." Journal of English Teaching and Learning Issues 2, no. 1 (2019): 35. http://dx.doi.org/10.21043/jetli.v2i1.4995.

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This research analyzes language aspects as rhetorical devices in inaugural addresses of the presidents of The United States, Barack H. Obama. Specifically, this research aims at describing the use of diction and language style found in the inaugural addresses. This research is descriptive qualitative using discourse analysis approach. In collecting the data, it uses listening method and note-taking technique. In analyzing the data, it uses contextual method by using socio-pragmatics theory. In presenting the result of the analysis, it uses informal method by verbal language. The result of anal

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Tarif, Julie. "“Hey Guys , Once Upon a Time was Sexist Language ...”." TranscUlturAl: A Journal of Translation and Cultural Studies 7, no. 1 (2015): 35. http://dx.doi.org/10.21992/t9zp7h.

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This article adopts a contrastive approach and focuses on sexist practices in language – in French and in English – affecting women. It investigates the extent to which these practices are embedded in both languages, along with the recommendations the communities speaking those languages make to encourage the use of a more inclusive language. It also centers on the use of non-sexist language by James Finn Garner in his politically correct bedtime stories and their translations, as a practical case study revealing the challenge that reformulating sexist language into non-sexist language poses,

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Gill, Victoria Singh, and Saba Khan Vlach. "(An)Other Language: Youth Literature to Support Language Inclusivity in the ELA Classroom." English Journal 114, no. 1 (2024): 27–33. http://dx.doi.org/10.58680/ej2024114127.

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This article reveals the importance of pushing against English-only monolingual classrooms and urges practitioners to move toward language-inclusive classrooms, beginning with the use of multilingual young adult novels.

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Xie, Bingyang. "Study on Inclusive Language in Chinese and Thai News Report from the Perspective of Critical Discourse Analysis." Frontiers in Humanities and Social Sciences 4, no. 5 (2024): 30–37. http://dx.doi.org/10.54691/0fd2dp56.

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News report, an important way of disseminating information, is always readily accepted without any prejudice. However, the ideology embedded in it is often ignored by readers. In response to the call for people’s ideology among inclusive language, this research draws on the perspective of critical discourse analysis to investigate what the similarities and differences of inclusive language used in Chinese and Thai news report and the reasons behind the discrepancy. Based on Fairclough’s three-dimensional framework, this research collects 4 separate news reports from People’s Daily and Siam Dai

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Antonio, Werbiton Marinho Almeida, Moreira de Souza Christian, Taumaturgo Dias Soares Danielle, et al. "Languages For Inclusion And Respect: How Language Education Can Contribute To Reducing Bullying And Online Challenges." IOSR Journal Of Humanities and Social Science (IOSR-JHSS) 30, no. 05 (2025): 80–87. https://doi.org/10.5281/zenodo.15526079.

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Abstract:Background: In view of the increasing incidence of bullying and cyberbullying within the school environment, itis imperative to consider pedagogical practices that promote inclusion, respect, and digital citizenship. Languageeducation, by integrating communicative, cultural, and ethical elements, emerges as a strategic tool to addresscontemporary challenges. It is essential to explore how the teaching of languages can contribute not only to thedevelopment of linguistic competence but also to the promotion of values that support a more inclusive andrespectful school environment, both o

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Leontovich, Olga A. "The dynamics of political correctness, inclusive language and freedom of speech." Russian Journal of Linguistics 25, no. 1 (2021): 194–220. http://dx.doi.org/10.22363/2687-0088-2021-25-1-194-220.

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The study aims to research the historical dynamics of the notions political correctness, inclusive language and freedom of speech, as well as to reveal the mechanisms and new tendencies of their realization in public discourse. The sources of practical material are represented by: a) 126 journal and Internet articles; b) 12 speeches of famous US and British politicians, scholars and celebrities reflecting the notions under study. The leading methods include critical discourse analysis, definition and contextual analyses. The research indicates that during its long and contradictory history, th

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Lamoureux, Geneviève, Alexandra Tessier, Sébastien Finlay, and Ingrid Verduyckt. "Critical Perspectives in Speech-Language Therapy: Towards Inclusive and Empowering Language Practices." Disabilities 4, no. 4 (2024): 1006–18. http://dx.doi.org/10.3390/disabilities4040062.

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This conceptual paper critically examines the use of traditional medicalized terminology in speech-language therapy, with a particular focus on the Quebec context. It highlights how current language practices, rooted in a medical model of disability, often marginalize individuals with communication differences such as stuttering, autism, and aphasia by pathologizing these variations. Drawing on contemporary frameworks such as the social model of disability, neurodiversity, and “diversité capacitaire” (a French term that translates to “capacity diversity” or “ability diversity”, emphasizing the

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Yoho, Rachel. "How to use inclusive teaching strategies in the age of ChatGPT." Disability Compliance for Higher Education 29, no. 12 (2024): 6–7. http://dx.doi.org/10.1002/dhe.31770.

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Rebecchi, Kevin. "Exploring the pragmatics of autistic language." International Review of Pragmatics 17, no. 1 (2025): 153–64. https://doi.org/10.1163/18773109-01701006.

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Abstract This article examines the linguistic aspects of autism, focusing specifically on expressive and phatic traits, reevaluating the field of pragmatics. Inspired by the emphasis on inclusion and diverse modes of expression in the Reggio Emilia pedagogy, this study explores the applicability of Reggio Emilia’s pedagogical principles to autism research. The concept of “hundred languages” highlights the multitude of ways in which children can express themselves, think, communicate, and create. By prioritizing inclusive education and recognizing individual differences, the Reggio Emilia appro

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Thompson, Amy S., and Emil Asanov. "“Nonnative? Next!” Native-speakerism in world language job advertisements." Studies in Second Language Learning and Teaching 14, no. 1 (2024): 49–74. http://dx.doi.org/10.14746/ssllt.42371.

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Given the lack of research into native-speakerism among teachers of languages other than English (LOTEs), this qualitative study aims to bridge the gap by investigating the discriminatory and inclusive language employed in online recruitment for post-secondary institution instructors of LOTEs. The study also looks at how post-secondary institutions phrase language requirements and whether there is a difference in “native-speaker-teacher” bias depending on the language. For the purposes of this study, qualitative content analysis was used to examine 187 online job advertisements for teaching po

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Yoho, Rachel. "How to use inclusive teaching strategies in the age of ChatGPT." Successful Registrar 23, no. 12 (2024): 1–9. http://dx.doi.org/10.1002/tsr.31241.

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Perhaps more than any other recent technological innovation, the sudden appearance of ChatGPT and similar large language models (LLMs) has precipitated a teaching and learning crisis in higher education.

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Yoho, Rachel. "How to use inclusive teaching strategies in the age of ChatGPT." Recruiting & Retaining Adult Learners 26, no. 6 (2024): 1–4. http://dx.doi.org/10.1002/nsr.31138.

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Perhaps more than any other recent technological innovation, the sudden appearance of ChatGPT and similar large language models (LLMs) has precipitated a teaching and learning crisis in higher education.

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