Unpacking Problematic Language: Overview

This post provides an overview of problematic language as part of the Inclusive Pedagogy playlist.

Our language use is influenced by social and cultural factors. Those factors sometimes can make us unaware of the impact of our words. One way to prevent unintentional harm is to be more aware of inclusive language practices. However, inclusive language can be more than just avoiding offense or being “politically correct”; instead, it is a “communication style that is genuinely curious about how to talk to and about our fellow humans respectfully” (Acrolinx). Inclusive language use works to “honor the diverse identities of every person in the room and invites them to be part of the conversation” (Relias). 

When we prioritize an inclusive language environment, everyone feels more welcome and learning is more able to take place. Within this, we do not want to shame people when they make a mistake, as that would also not be welcoming. Rather, we try to gently reframe their language use, such as through the P.A.L.S. method.

Many inclusive language guides exist to learn more about certain problematic terms and legacies: 

• MSU Brand Studio
• MSU’s Gender and Sexuality Campus Center
• MSU’s College of Natural Science Guide
• University of Washington’s Information Technology
• Pratt Institute Libraries’ article 
• Writer’s Inclusive language in the workplace guide

Language is a living entity that changes for building common and shared understandings. Boston University curates a Living Language Guide. As a note of caveat, sometimes people claim that certain phrases and words were more socially acceptable in the past, but it is important to note that, generally, language use that is problematic usually has a longer legacy of harm that was problematic—even in the past. It is up to us now to make ourselves and others more aware of the impact of that language. Similarly, sometimes people find it difficult to “keep up” with understanding language, and that can feel really difficult. To counteract that, educators can build in time to practice more inclusive phrases with trusted people. In addition, it’s important to remember that the more one can learn and better understand harmful legacies of terms, then the more belonging learners will feel.

Some reflection questions for educators to reflect on their language and intentionality, include: 

• How do I define and practice inclusive language in my classroom? How do I foster a classroom culture where inclusive language is encouraged among students?
• What steps do I take to ensure my language includes all students, considering gender, race, ability, and additional identities? How intentional am I in using gender-neutral terms, pronouns, and respectful language? How do I incorporate diverse identities into my communication?
• How do I ensure my language is respectful and accurate when discussing sensitive or identity-related topics?
• How do I educate myself on terms related to various identities and groups? How can I stay informed and continuously adapt my language to reflect evolving societal and student needs?
• How do I respond when non-inclusive language is pointed out, and how open am I to making changes?
• What processes do I use to reflect on and improve intentional and inclusive language? How do I check for unintentional bias in my language and course materials?