Four inclusive practices for the phonology classroom

Abstract

This article presents four classroom practices, intended to increase inclusion and equity, that phonology teachers may find useful. The first is going beyond the simple land acknowledgement to substantively incorporate recognition of local Indigenous people(s) and language(s) into the first day of class. The second is putting languages in richer cultural, historical, and political context. The third is including author photos in class materials both to combat stereotypes and as a self-accountability tool. And the fourth practice is integrating spoken and sign languages in our teaching rather than treating sign language phonology as a separate topic (or not at all).