Language and Inclusion

This chapter explores language as a tool for, and barrier to, building inclusive classrooms. It considers three aspects of inclusion related to language use in the classroom illustrated through a narrative based on one of the author's experiences of language learning and her subsequent journey from Pakistan to the United Kingdom to study for a Master's degree. The first aspect considered is the deficit position and how deficit language conflicts with inclusive practices. The second highlights how quality teaching combats an exclusionary deficit position in the classroom. Lastly, the third aspect highlights how the environment can really enhance a sense of belonging and inclusivity. Throughout the chapter the reader is invited to reflect on their own use of inclusive language including through engagement with a series of language challenges.