Inclusive teaching focuses on creating an environment that acknowledges and supports the varied personal and academic experiences of students. The section on structuring linguistics education to promote social justice offers suggestions on selecting and presenting languages and language examples to avoid reproducing racism, colonialism, sexism, and a host of additional -isms.
More generally, inclusive teaching requires providing ample structure in the course, activities, and assignments. Further, teaching inclusively is an ongoing practice, meaning instructors continually reflect on their pedagogical choices to consider who might be left out because of those decisions. Ongoing reflection entails that the instructor become comfortable with "consenting to learn in public", recognizing that missteps and mistakes will be made, and to be prepared to acknowledge and apologize for such mistakes, honestly and authentically.
In what follows, we offer suggestions that are focused on how the structure of a course can contribute to an inclusive learning environment, but this is only one aspect of inclusive teaching. Another aspect, as mentioned above, entails thoughtful selection and presentation of languages and language examples. An additional component that is often overlooked is the importance of contextualizing the discipline of linguistics with respect to its particular history and practices, many of which emerge from a scientific tradition that privileges certain people and cultures over others. Indeed, inclusivity in teaching is inextricably tied to inclusivity in the field: exclusive structures are easily replicated and likely will be replicated when people are unconscious about them.
The Transparency in Learning and Teaching in Higher Education project (TILT Higher Ed) has shown that implementing a transparent teaching framework promotes equitable learning experiences for students. Transparent assignments clearly identify the purpose, task, and evaluation criteria of success, and increase students' academic confidence, sense of belonging, and awareness of skills. The TILT Higher Ed site provides examples of transparent assignments. (Scroll to the bottom of the page.)
One way to help students practice the skills needed for effective group discussion and collaboration is to develop a clear purpose and goal for the discussion or collaboration, and to assign roles for each participant, such as facilitator, recorder, and presenter. This type of structure encourages interactions that are focused on the task and provides clearer direction for students on how to collaborate and hold each other accountable.