Newcastle University/SML - SPLAS

Inclusive Language Working Group

Recommendations
13th June 2023

1. Introduction
What is inclusive language? According to the Linguistic Society of America inclusive
language encompasses a linguistic approach that recognizes and embraces
diversity, demonstrating respect for all individuals, being attuned to differences,
and fostering equitable opportunities (LSA, guidelines fo inclusive Language). This
definition aligns with the approaches adopted by Newcastle University and has
guided this group deliberations.
The Inclusive Language Working Group membership consisted of staff who
volunteered during the last SPLAS section meetings for 2021/22 (May, 2022), with
invitations extended to all staff. The meetings were held monthly.
The Inclusive Language Working Group: the initiative was established in response to
the discussions held within the CEDI (SML) and LTSG, with the aim of addressing
matters pertaining to inclusive language in SPLAS. These encompassed topics such as
fostering inclusive learning environments, promoting inclusive language in the
language classroom, incorporating inclusive language practices in assessments, and
exploring themes related to inclusive language within language and cultural modules.
2. Working Group Members
Laura Arbonez Martinez (research advisor, Catalan Rep), Loiana Leal (chair,
Portuguese rep), Marcela Reyes Otaiza (Spanish Rep), Maria Zulbelzu de Brown
(Spanish Rep)
3. Objectives
Investigate possible approaches informed by research in the field to foster inclusive
learning environments.
Conduct analysis of the SPLAS module offer to identify exemplar practices and
approaches towards fostering inclusive learning environments.
Identify the utilization of inclusive language as well as the presence of themes
associated with inclusive language in SPLAS module offer.
Identify if (and how) language modules are approaching "inclusive language" in the
classroom.
Generate recommendations to SPLAS so colleagues can evaluate the needs of their
own modules and cohort to include themes related to inclusive language in their
modules, foster an inclusive classroom.
Inform ML of the benefits in choosing to use inclusive language.
Initiate a conversation with ML of language modules about how to approach inclusive
language in the curriculum.
Foster a discussion with ML of language modules to devise a SPLAS approach to the
use of inclusive language in the classroom, to include themes linked to inclusive
language in language modules or other issues related to the theme. This should lead
to a "implementation plan" reflected on the MOF's for 2024/25.
4. Background Information
Newcastle University and SML (School of Modern Languages) EDI (Equality, Diversity,
and Inclusion) agendas demonstrate a commitment towards fostering an inclusive
language environment: both established initiatives related to EDI, specifically
concerning language practices. Teaching and Learning practices in SPLAS should
align with the institution obejctive of creating an inclusive learning environment by
emphasizing the importance of using language that is inclusive and respectful to our
very diverse cohort and staff.
Newcastle University wide initiative has been led by Dr. Anne-Charlotte Husson. The
Language and Inclusivity Project has generated an Language Inclusity Guide already
presenting a series of recommendations about how to foster inclusive learning
environment: Language Inclusive Guide Spanish Version.
Many other renowed universities acknowledge and advocate for the use of Inclusive
Language, as for instance ( to quote just a few examples) Oxford, Edinburgh, Leeds,
Yale and Stanford.
Informed by these guides and other research outputs, this group understands that
the use of inclusive language:
in educational settings promotes a sense of belonging among students, enhances
their self-esteem, and contributes to a more positive learning environment;
and inclusive teaching practices increases engagement, fosters collaboration,
and reduces instances of bullying or discrimination;
in classroom interactions as well as the inclusion of themes related to EDI in
teaching materials raise student satisfaction rates, and improve academic
performance.
SPLAS Module Outline Forms: The SPLAS Module Outline Forms were utilized to
compile comprehensive information concerning the SPLAS approach to inclusive
language usage and the incorporation of Equality, Diversity, and Inclusion (EDI)
themes within the curricula. The group conducted an extensive examination of the
Module Outline Forms from the past three years, as well as the forms submitted for
the 2023/24 academic year. The focus of the analysis centered on the "Content
Summary," "Learning Outcomes," and "References" sections of all language modules,
along with a radom selection of cultural modules. In the latest communication
presented to the LTSG Chair and Director of Education in December 2022, the SPLAS
approach was decribed by this group as "organic." It became evident that the modules
had undergone significant transformations throughout the years, with nearly all of the
reviewed Module Outline Forms addressing themes related to Equality, Diversity, and
Inclusion in their content summaries, learning outcomes, or references.
Should we teach Inclusive Language in the language classroom? The question of
whether Inclusive Language should be taught in the language classroom is a matter
that warrants collaborative consideration among all Module Leaders for language
modules in SPLAS. It is important to acknowledge that not all of us currently integrate
this group, but we anticipate the opportunity for such discussions to arise in the near
future.
 SPA2061 and POR2010 have designed specific units of their curriculum focused on
themes related to the use of Inclusive Language. We are certain that other language
modules also raise such themes. It would be interesting to have other examples, so we
can showcase SPLAS approach of our modules to inclusive language and EDI themes.
5. Recommendations
Classroom Strategies
Share pronouns as a model of inclusive language, fostering a comfortable and
confident environment for students to do the same.
Encourage students to include their pronouns in their Canvas, MS365 profiles and
email signatures.
Use the phrase "my pronouns are..." instead of "my preferred pronouns..." to
recognize that gender and sexuality are not preferences.
Sharing pronouns is a personal choice, but if a student shares their pronouns
with you, make sure to use them accordingly, even in their absence.
Opt for neutral words, such as "estudantes/estudiantes" instead of
"alunos/alumnos" (POR/SPA), to promote inclusivity.
Consider including a statement in the syllabus regarding the use of pronouns,
establishing ground rules, and presenting alternatives for non-binary individuals in
foreign language contexts.
Utilize the -e system (sistema ILE in Portuguese) for written communication (for
example, if using neutral language to communicate with your students in Canvas
announcements) to ensure inclusivity. Avoid using LatinX or @ symbols, as they
may not be recognized by assistive technologies like the immersive reader in
Canvas, potentially excluding neurodivergent individuals who rely on such tools for
studying support.
MOF's - ensure that your MOF's outline your approach to inclusive language,
considering its importance in fostering an inclusive learning environment. MOF's feed
directly on to Newcastle University Webpages. (See image 1)
Examples of good practice
SPA2061, in Content Summary "Linguaje Inclusivo"
SPA 1071, in the learning outcomes "systematic development of lexis in a wide
range of contemporary themes and settings".
POR2010 in Content Summary "a variety of topics based on contemporary
Lusophone society including: (...) inclusive language, consequences and
tensions of colonization.
Inclusive Language and Assessment - to be discussed with ML
Initial recomendation:
Implement the use of neutral language in written assessment (when students
are refering to themselves), given that students are aware they have to ensure
consistency throughout the piece ?;
establish a common strategy across languages to empower students to
confidently identify themselves in exams (maybe an indication at the header of
the assessment paper, such as in: student number: _____ pronouns: ______) ?;
 Ensure students are well informed about the challenges of using neutral
language in romance languages, that it is not the normative language and may
lead to incoherences in assessment that might impact on their marks;?
6. Assessment - issues/challenges
Grant students the option to use neutral language, given that they are fully aware of
the challenges associated with doing so in Romance languages.
Any other?
7.  Implementation Plan: Inclusive Language in the classroom?
Teach or not to teach? Rationale.
To be discussed with Language module ML.
Any timelines, responsible parties, and/or any necessary resources?
What are potential challenges? Any proposal for mitigation strategies?
Level A :
Level B: Expose students to authentic communicative contexts and texts in social
media, digital media, newspapers, videos, etc. in which there is the use and
application of inclusive language
Level C :
Level D :
8. Conclusion
The report emphasizes the significance of inclusive language in creating an inclusive
learning environment. It acknowledges that inclusive language promotes a sense of
belonging, enhances self-esteem, and contributes to fostering positive learning
environments. Inclusive teaching practices are shown to increase engagement, foster
collaboration, and reduce instances of bullying or discrimination. The report suggests
classroom strategies to promote inclusivity. It also recommends integrating inclusive
language practices in Module Outline Forms (MOF) to ensure a consistent approach to
inclusive language across language modules. The report highlights specific examples
of good practice where inclusive language is already being integrated into certain
modules.
Regarding assessments, the report suggests implementatio a consistent approach to
the use of neutral language in written assessments and establishing a common
strategy across languages to empower students to confidently identify themselves. It
also emphasizes the importance of informing students about the challenges of using
neutral language in Romance languages, as it may impact their marks.
The recommendations aim to ensure consistency and empower students to
confidently express their identities. Implementing these recommendations can
contribute to a more inclusive classroom and curriculum, positively impacting student
experiences and academic outcomes.
9. Next Steps
Share strategy at the LTSG Canvas site by the beginning of Academic Year 2023/24
Disability-inclusive language ? Anyone would like to chair a working group to raise
awareness on this very specific matter?
Any other follow-up actions or further discussions?
 Any additional support needed or any proposed timeline for review or decision-
making.
10. Appendix
Hooks, B (1994) Teaching to transgress : education as the practice of freedom. New York:
Routledge.
Dr Anne-Charlotte Husson: The Language and Inclusivity Project
Diversity Box - Gua para promover a linguagem inclusiva (SSEX BBOX)
Gender neutral language and inclusivity in the MFL classroom
Manual para o uso da linguagem neutra em língua portuguesa (BR)
Manual de Linguagem Inclusiva em língua portuguesa - CES (PT)
Guidance on the use of pronouns NASUWT - UK
PubPub Guidelines on Inclusive Language
Knisely, K. A., & Paiz, J. M. (2021). Bringing trans, non-binary, and queer understandings
to bear in language education. Critical Multilingualism Studies, 9(1), 23–45. ISSN 2325–
2871.
Sharing Pronouns as inclusive teaching practice
Why Inclusive Language Matters
Vilar Beltrán, E., Abbott, C. and Jones, J. 2013. Inclusive Language Education and
Digital Technology. Bristol, Blue Ridge Summit: Multilingual Matters. https://doi-
org.libproxy.ncl.ac.uk/10.21832/9781847699749
Video: POR2010 approach to Inclusive language in the classroom

Image 1