We Speak to All Students: Portraying Teachers’ Language of Inclusivity

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Multicultural/Multiethnic Education: Theory, Research and Practice Virtual Poster Session

Abstract

This study examines how educators’ discourse reflects and shapes inclusivity for multilingual learners (MLLs). Guided by the concept-oriented approach and the hypothesis coding, we analyzed interviews from teachers and counselors in four schools, exploring alignment with six inclusivity themes and the language used to express them. Findings reveal participants demonstrated inclusive intentions in their discourse, yet their language often reflected emerging, sometimes deficit-oriented, concepts of inclusivity. Frequent reliance on simple structures and adjectives like different and hard suggested challenges in articulating complex inclusive practices. This study highlights how professional discourse can shape inclusivity and encourages the need for explicit support in developing language that promotes asset-based views of MLLs.

Authors

• Thomas Salsbury, Washington State University

• Jihee Im, Washington State University

• Eugenie Mainake, Washington State University