Linguistically inclusive student experiences

With the growing diversity of languages that Americans speak as well as the diversity of languages spoken at many campuses around the world, it's important to understand the privilege those who command English as their first language have over other students. Most U.S. colleges/universities conduct instruction in English and many international institutions offer a portion if not all of their instruction in English. The reason - English has emerged as the dominant language of academia.

Engaging in or out of class in a language that is not your first, or most proficient, language is challenging. Yet, many students are willing to take it on because they value the degree, with most subjects including reading, lectures, and discussion all in English. This is a type of privilege that is not readily recognized by those who are first-language English speakers.

A doctoral student at the University of Massachusetts, Florianne Jimenez, offers wise advice on how to modify classrooms so that they are inclusive of students who speak many languages. She makes the point that, although faculty may perceive that discussions in class are open and inviting, they are intimidating to multilingual students. Starting discussion with something students wrote, slowing the pace by writing something on the board, or asking students to reflect for a moment, are all ways to provide space for all students to participate. When it comes to grading written assignments, faculty should focus on what they understand from a student's writing rather than the grammar, punctuation, and other problems.

Linguistic inclusion is also important outside of class and student affairs staff could adapt Jimenez' advice by slowing down discussions in student organizations, encouraging students to actually express in their first language, or simply slowing down enough to listen carefully so the perspective of others is really understood.