Use of Inclusive Language, Including Pronouns and Preferred Names

<aside> 💡 Learners will feel represented in course materials and course discussions, increasing motivation and a sense of belonging.

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Specific Techniques

• Model the use of inclusive, non-gendered, non-ableist, non-ageist, non-stereotypical, people-first language.
• Point out your use of inclusive language and teach learners to use inclusive language in all interactions with you and with each other.
• Model pronoun use in your own instructor welcome message and/or introduction.
• Inform learners of your preferred name, but also give guidance on how they should refer to you.
• Invite learners to share their pronouns and preferred name in a “Meet and Greet” Discussion, and to update their online learning profile with their short bio and preferred name and pronouns.
• Create a chart with learners’ preferred names and pronouns. Share it with the class.
• Recast unintentionally ableist or otherwise exclusionary language used by learners or others in the classroom.
• “Un-grade” some aspects of grammar and style to allow for more flexibility in learners’ language choices. Model this where applicable.

Overview

Inclusive language involves using wording and terms that do not exclude any groups of people. Examples are using pronouns and preferred names, non-gendered terms, and people-first language (Thomas & Hirsch, 2016). When you as the instructor use inclusive language, you honor learners’ backgrounds and identities, help them feel a sense of belonging in the course, and help them respectfully engage with you and their peers in the course content and activities.

Your use of inclusive language promotes an inclusive mindset for all learners, but especially for minoritized groups who are more often excluded in language. For example, referring to a group of people as “you guys” regardless of the genders in the group can be reworded to more inclusive terms such as “y’all,” “folks,” and “everyone.”

With inclusive language, non-binary and transgender learners use their preferred pronouns; learners with disabilities can feel included with more non-ableist language; women and minoritized groups can feel more included by not using stereotypes.

Please note: language is constantly changing. Use the suggestions here as a starting place, but invite students to share their preferences.

How to Implement the Practice

Course Modality Considerations

Asynchronous

Synchronous

Hybrid

References and Resources

Citations

Resources

Contributors

Rafael de Almeida Arruda Felix, Nicole Simon, Naat Jairam, Jeff Suarez-Grant, Sarah Kresh, Isabel C. May, Ashlie Kauffman Sarsgard