Sahi, Jane and Viswanatha, Vanamala
(2014)
Moving together:
some strategies
for inclusion.
Learning Curve (23).
pp. 62-65.
Abstract
In this brief paper, we would like to share some
strategies we evolved to make our classroom a more
inclusive space in the way languages were used
within the context of the two courses we taught in
the MA Ed programme: Language, Mind and Society
(LMS) and Teaching English Language in India (TELI).
The students came from diverse linguistic
backgrounds, with varied levels of proficiency in
English, especially in formal, academic writing.
Despite the fact that the students were doing these
courses in their third and final semesters
respectively, many students felt oppressed by the
demands of writing in English and particularly the
argumentative, discursive essay. In addition, several
students felt left out as they could not share their
experiences and insights due to their diffidence in
using English; and this exclusion is surely a loss for
all. We wish to argue that language, which can
potentially bring the diverse worlds of our students
into the class, can equally serve to privilege one
exclusive ‘world’, one particular language and one
style of using that language.
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