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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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Abstract:
When popular media and many individuals discuss changes in English, some erroneously contend that the language has always been the same and changes amount to little more than “politically correct woke liberalism” desired by only certain people. The English language continually evolves as a natural process that nothing can force nor prevent. Field-specific language also changes with increased understanding and knowledge. The variety of English taught to most students also shifts as Writing Across the Curriculum (WAC)/Writing Across Disciplines (WAD) initiatives increasingly focus on Global English rather than the standard of any one country or group. Even informal interactions with faculty influence how students understand diversity, equity, and inclusion topics such as the use of language (Johnson et al., 2020). Educators across disciplines and modalities must model inclusive, effective communication, including changing usage rules, diction, grammar, and punctuation. Helping students understand the development of English and find credible, inclusive writing resources – especially those faculty use in their own writing – both encourages student information literacy and follows Alder-Kassner’s (2019) advice that when instructors share professional knowledge and practices regarding inclusive communication, teaching and learning about the subject become more effective. This session examines and models how all instructors, regardless of their subject area or modality, can use micro-learning principles and virtual field-trip to help students locate, evaluate, and use online resources on the evolution of English, field-specific language development, and inclusive communication. References Adler-Kassner, L. (2019). Designing for “more”: Writing’s knowledge and epistemologically inclusive teaching. WAC Journal, 35–63. Johnson, D. R., Scheitle, C. P., Juvera, A., Miller, R., & Rivera, V. (2020). A social exchange perspective on outside-of-class interactions between underrepresented students and faculty. Innovative Higher Education, 45(6), 489–507. https://doi-org.libauth.purdueglobal.edu/10.1007/s10755-020-09518-6
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Keyword:
Adult and Continuing Education; and Multicultural Education; Bilingual; Curriculum and Instruction; Diversity; Education; Educational Methods; Face to Face Learning; Gender Equity in Education; Hybrid Learning; Inclusivity; Information Literacy; Language and Literacy Education; Library and Information Science; Life-long learning; Modeling; Multilingual; Online and Distance Education; Online Learning; Other English Language and Literature; Other Rhetoric and Composition; Reading and Language; Teaching Best Practices; Technical and Professional Writing; Virtual Learning; Writing
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URL: https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=2313&context=gaintlit
https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/26
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| 2 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 3 |
Investigating the Enactment of Core Teaching Practices for Multilingual Learners Across Teaching Contexts: A Case Study
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In: Journal of Multilingual Education Research (2021)
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| 4 |
Cariño Pedagogy: A Framework of Corazón
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2021)
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| 5 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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| 6 |
The Online Classroom: Best Practices for Teaching in a Pandemic
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In: Master's of Arts in Teaching (MAT) Action Research (2021)
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| 7 |
Teaching Social Studies to Social Justice and Equity Through the Lens of ELL Students
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In: Master's of Arts in Teaching (MAT) Action Research (2021)
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| 8 |
"I Need MORE Help": A Rise in Demand for Special Education in Ontario
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In: Major Papers (2020)
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| 9 |
Teachers Co-Constructing Multilingual and Multimodal Digital Literacy Practices: Examining Critical Transnational Professional Development
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In: Doctoral Dissertations (2020)
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| 10 |
Breaking Down the Barriers of Affordability & Accessibility: B-CU’s Open Sources Project - MLS 131 & 132
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2019)
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| 11 |
Performing WeChat Recording Tasks in Mixed-Ability Study Abroad Content Courses
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In: Publications (2018)
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| 12 |
Motivating Students to Learn a Programming Language: Applying a Second Language Acquisition Approach in a Blended Learning Environment
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In: Publications (2018)
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| 13 |
Strategic Approaches: Academic Success Strategies For At Risk Students
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In: National Youth Advocacy and Resilience Conference (2018)
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| 14 |
Communicative equality: Needs assessment of sign language interpreters in South Dakota
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2018)
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| 15 |
Educating Incarcerated Youth In Illinois: A Blended Learning Model
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In: Dissertations (2017)
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| 16 |
Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning in a Teacher Education Programme
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In: Australian Journal of Teacher Education (2017)
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| 17 |
The influence of an online pronunciation teacher’s manual on teachers’ cognitions
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In: Graduate Theses and Dissertations (2017)
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| 18 |
Writing their way to the university: An investigation of Chinese high school students' preparation for writing in English in high schools, cram schools, and online
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In: Open Access Dissertations (2016)
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| 19 |
Teaching English Learners in Middle Grades: A Mixed Method Study of the Dispositions, Priorities, and Instructional Practices of Urban Bilingual, ESL, and Content Teachers
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In: Dissertations (2015)
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| 20 |
HONORING DIVERSITY IN AN ONLINE CLASSROOM: APPROACHES USED BY INSTRUCTORS ENGAGING THROUGH AN LMS
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2015)
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