Indian classrooms are exceptionally diverse; students come from various cultural and religious backgrounds, socioeconomic statuses, and regions.

“Words mean more than what is set down on paper. It takes the human voice to infuse them with deeper meaning.” - Maya Angelou

Indian classrooms are exceptionally diverse; students come from various cultural and religious backgrounds, socioeconomic statuses, and regions. In the academic year 2021-22, the number of students who had enrolled in academic institutions was more than 26.25 crores (Analysing the education landscape in India: School numbers, enrolment & teacher distribution (2023), 2024). Language, in today’s day, is considered to be synonymous with communication. In India, approximately 1,652 mother tongues are spoken (Minister of Education | Government of India, n.d.). We use language to talk to loved ones, to share and discuss perspectives, and to simply express ourselves. What seems like a mundane system actually has an impact that goes much deeper than the surface.

The complexity of the elements of language reflects not only your values, ideals, and characteristics but goes beyond that to display beliefs, characteristics, and practices of your community (Amberg & Vause, 2009). Not only does the intonation and pitch of your speech matter, but the words used hold momentous amounts of significance. As a result, the language used can inform the culture of a workplace or even an educational institution. As exemplified by Mike Anderson in his book, the words used by teachers in educational settings have the ability to uplift and support students or completely demotivate them (Anderson, 2019). The use of appropriate language can help students feel a sense of ownership over their learning, feel safe, build positive relationships, be disciplined, and approach learning with excitement and joy. By using language that is not inclusive, unconsciously we are strengthening the deep-rooted bias that exists against several marginalised groups. In India, the use of this language in classrooms has been noted by several researchers and has been reported to cause anxiety, fear, and stress (Kumar, 2014). Inclusive language, at its core, essentially beckons individuals to reflect on their own biases and pay closer attention to how we are articulating these biases and stereotypes through linguistic tools. It calls for an informed and intentional pause for a more thoughtful form of communication to avoid creating feelings of hostility and discrimination while contributing to reducing inequality in the educational setting (Leary, n.d.). The use of this kind of language allows for individuals to feel seen, heard, and respected.

The introduction of inclusive language will aid in the creation of safe educational environments, which in turn can boost academic achievement, confidence levels, and student participation. In order to cultivate a culture where inclusive language is used, there are small but subtle changes that need to be made in the way we consciously communicate. These changes include adapting communication styles to differently aged populations; for instance, using digital communication styles such as emailing for Generation Z and in-person interactions for the baby boomers. By doing so, you acknowledge the differences in preferences and easily accommodate diverse populations. Today, gender is no longer binary but is better described as a spectrum, with some individuals affirming as gender neutral rather than gender specific. Subtle changes, like using terms such as ‘humankind,’ ‘people,’ and ‘chairperson’ over terms such as ‘mankind,’ ‘guys,’ and ‘chairman,’ respectively, can reinforce acknowledgement and acceptance of individuals who are gender neutral. In some situations while referring to individuals, we may not be sure of the pronouns that they go by either. Here, the easiest solution is to simply ask them; asking one small question can hold a lot of significance for someone who may repeatedly be subjected to mislabeling by others. The question can be as basic as “I want to be sure I’m honouring you properly. May I ask how you identify?” Respecting each individual’s preferences not only empowers them but also reinforces the position of the educational setting as a safe space.

The use of gender and culture stereotypes is strongly ingrained in human culture worldwide. The detrimental effects of this can be seen in deteriorated mental health in the form of increased anxiety, depression, and stress in minority students (Xiao, 2023). The avoidance of derogatory terms can go a long way to empower students and boost their self-confidence. This can be done by consciously using terms that address disabilities, disorders, and mental health conditions. Informed usage of such terms will not only prevent students from being marginalised, but by leading by example, it will help in educating students beyond the curriculum as well. In the case that the teacher is unsure of, or unaware of, specific cultures, it can prove to be an excellent learning opportunity for them to gain more awareness about the same from either secondary sources or students from that culture themselves. Generalisations and offensive remarks that could perpetuate stereotypes should be carefully avoided. This includes not making statements such as “X gender always does this in society” and “Y community is known to be like this.” Further, the use of ableist language and terms, i.e., words that may exclude or put down individuals with disabilities, should be completely eliminated. Instead, a shift to language that focuses on the abilities of the individual and allows for accessibility by all is recommended. This can be exemplified by the use of words like ‘visually impaired’ or ‘limited vision’ rather than ‘blind.’.

Introducing inclusive language in the education system can reap multiple benefits for students. Fostering a sense of belongingness and safety can make students, even those in higher education institutions like international universities, feel more involved in the society and community (Ratanaphithaya porn & Rodrigo, 2020). Teaching students how to respect different cultures will not only allow them to be more accepting but will also propel them to embrace their own culture and adapt well to diversity in spaces outside the educational establishment, like different occupational settings. The role of language goes beyond being a communication tool; it also can enhance empathy and understanding of other individuals-a skill much needed to survive social situations and interactions in the long run (Andoh, 2022). These skills prepare students for not only professional and academic ventures in the future but also for their duties and responsibilities as global citizens. In order to ensure that the effect of inclusive education is seen, involving other stakeholders may be beneficial. Stakeholders involved here include parents, school staff, and policymakers on a regional and government level, as well as corporate stakeholders, to name a few. School staff can contribute by practicing inclusive language and acting as role models for students, as well as contributing to supportive and positive classrooms. Parents are the main advocates for the practice of this kind of language outside the confines of the classroom and can help in reinforcing inclusive practices. Policymakers and officials can ensure the creation and implementation of training programs for inclusive practices and language for educators and parents. Community members, corporate stakeholders, and other professionals, together, can sponsor the aforementioned training programs, spread awareness on the importance of fostering inclusion, offer community support, and improve morale by sharing success stories of breaking the barriers towards inclusive education.

Small and subtle changes in the language that is used in educational establishments hold the power to change the structure of society as a whole. Creating a culture where every individual feels like an individual and feels like they belong, the seeds of an inclusive society are planted. When you nurture a child to embrace diversities and create a space where every student’s voice is heard and valued, the principles get imbibed in them; these principles are then carried with them as they venture into workplaces and different communities. Breaking linguistic barriers can essentially dismantle the long and exhausting culture of exclusion, leading to a new generation-a generation that not only understands but one that champions diversity.

References

• Amberg, J. S., & Vause, D. J. (2009). American English: History, Structure, and Usage. Cambridge University Press.
• Analysing the education landscape in India: School numbers, enrolment & teacher distribution (2023). Education for All in India. (2024, October 13). https://educationforallinindia.com/education-landscape-india-udiseplus-2021-22/#:~:text Enrolment Figures: Total 20% school 20 enrollment, aided% 20schools%2C%20with% 201%2C375%2C257%20 students.
• Anderson, M. (2019). What We Say and How We Say It Matter. In What We Say and How We Say it Matter: Teacher Talk that Improves Student Learning and Behavior. ASCD. Andoh, E. (2022, September). Why Inclusive Language Matters. American Psychological Association. Retrieved January 12, 2025, from https://www.apa.org/ed/precollege/psn/2022/09/inclusive-language?
• Kumar, S. (2014, January-March). INCLUSIVE CLASSROOM AND SOCIAL DIVERSITY IN INDIA: MYTHS AND CHALLENGES. Journal of Indian Research, 2(1), 126-140. https://jir.mewaruniversity.org/wp-content/uploads/2021/03/Vol_2_issue_1_Jan_Mar
• Leary, A. (n.d.). Principles and Strategies for Inclusive Language in Class Environments. Notre Dame Learning. Retrieved January 12, 2025, from https://learning.nd.edu/resource-library/principles-and-strategies-for-inclusive-language-in-class-environments/
• Minister of Education | Government of India. (n.d.). Indian Languages. Indian Languages. https://www.google.com/url?sa=t&source=web&rct=j&opi= 89978449&url=https://www.education.gov.in/sites/upload_files/mhrd/files/upload_document/languagebr.pdf&ved= 2ahUKEwj7w8b0lvCKAxXsy DgGHc4sGiMQFnoECDYQAQ&usg=A OvVaw2AoVj_eq7evL50naSbKZpe
• Ratanaphithayaporn, J., & Rodrigo, R. (2020, November). Gender-inclusive language impacts international university students perception of how involved they are in society. ResearchGate. https://www.researchgate.net/publication/351692102_Gender_inclusive_language_I mpacts_on_international_ university_students Xiao, R. (2023, December 15). Effects of racial and ethnic stereotypes on the school experience of racial minorities. SHS Web of Conf., 180 (Navigating Gender, Identity, and Social Constructs: A Multifaceted Exploration). https://doi.org/10.1051/shsconf/202318003014.

Authors: Prof. Moitrayee Das, Faculty of Psychology, FLAME University, Anshika Arora, AGM - Higher Education Counselling, FLAME University, & Muskan Shah, FLAME Alumna.