A practical guide to creating a linguistically inclusive classroom

As universities become increasingly aware of the diversity of their teaching and learning communities, we as educators must consider how to integrate multiple cultural and linguistic perspectives into our courses. This can prove challenging in today’s ever-demanding environment of fiscal constraint, increasing class sizes, geopolitical uncertainty and pressure to do more with less.

A linguistically responsive instructional approach within the Universal Design for Learning framework offers a practical and effective way to navigate these complexities. 

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Linguistically responsive instruction is a pedagogical method designed to support multilingual students by integrating content and language learning in meaningful ways. Traditional classroom settings often assume monolingual proficiency, creating barriers for students who are still developing academic language and literacy skills. By recognising and valuing linguistic diversity, educators can create a more inclusive learning environment.

Combining our collective experiences in postsecondary English language teaching and faculty development in Canada and internationally, we collaborate with instructors to create supportive, engaging and empowering environments where all students can contribute meaningfully.

Practical strategies for incorporating linguistically responsive instruction

Provide multiple means of representation

Students engage more effectively when they encounter materials that reflect their linguistic and cultural backgrounds. Instructors can consider ways to:

• Offer multilingual resources, glossaries or translations where possible
• Use visual aids such as concept maps, infographics and subtitled videos
• Invite students to contribute resources from their own linguistic backgrounds to class discussions

Encourage multiple forms of expression

Recognising students’ linguistic strengths allows for more meaningful engagement. Educators can challenge deficit thinking and focus on the strengths multilingual students bring when they:

• Allow assignments in multiple formats, including written, spoken or visual presentations
• Encourage students to incorporate elements of their home languages into their academic work
• Design activities that validate diverse linguistic identities, such as multilingual group projects

Foster an inclusive learning environment

Creating a culturally responsive classroom helps students feel valued. Strategies include:

• Encouraging students to share their linguistic and cultural backgrounds
• Using culturally relevant examples and case studies in teaching materials
• Forming diverse learning groups to encourage cross-linguistic collaboration

Scaffold language and content learning

Multilingual students may need structured support to succeed in content-heavy courses. Educators can embed scaffolds such as:

• Structured discussion prompts to guide academic conversations
• Graphic organisers to help with complex ideas and academic writing
• Explicit vocabulary instruction, including definitions and usage examples

Rethink assessment practices

Assessments should measure content knowledge rather than linguistic ability. To achieve this, instructors can:

• Simplify question wording without reducing rigour
• Provide alternative assessment formats, such as oral exams or multimedia presentations
• Use rubrics that prioritise conceptual understanding over grammatical accuracy

Case studies in linguistically responsive pedagogy

Our team developed a series of in-person and online seminars on linguistically responsive pedagogy, focused on how faculty applied it in their own contexts. During the series, participants develop a linguistically responsive, contextualised pedagogical artefact for use in their courses.

Leveraging multilingual perspectives

An English professor revised a research assignment to allow students to analyse non-English articles. Students provided translated excerpts and discussed diverse epistemological perspectives, fostering deeper engagement and heightened confidence. This asset-based approach highlighted global linguistic and cultural diversity.

A political science instructor encouraged students to compare rhetorical modes in historical legal documents, including an option for them to select texts in other languages. Students analysed these documents using course concepts, drawing thematic links across time and place, and shared insights. This approach facilitated more personalised, diverse content and discussions, as students co-created content and applied prior knowledge to course themes.

Reducing linguistic complexity

An applied science instructor wanted to address unintentional language barriers in course assessments that were hindering student understanding. By emphasising clear language, students – especially from diverse linguistic backgrounds – could focus on demonstrating mastery of core concepts rather than deciphering the task itself. This approach supported accessibility and improved comprehension. 

Explicitly teaching disciplinary language

A law instructor who did not want to assume prior knowledge of disciplinary language and discourse developed a word game to help students master legal terminology. Similar to the game Catchphrase, players work in teams to guess phrases used in the legal profession. By using playful, collaborative methods, the instructor helped students retain complex vocabulary more effectively by incorporating repetition in active engagement.

Scaffolding writing assignments

A science instructor broke down a major writing task into manageable, scaffolded steps with collaborative formative feedback. Through step-by-step modelling and guided practice, students improved their comprehension and writing skills over time.

Integrating a linguistically responsive approach into teaching fosters student engagement, comprehension, confidence and success. Supporting instructors to recognise and leverage linguistic and cultural diversity in their teaching leads to more equitable and enriching learning.

Higher education is inherently global, and by being supported to adapt inclusive, linguistically and culturally responsive pedagogical practices, instructors can prepare students not to survive but to thrive in an interconnected world.

Eilidh Singh and Amanda Wallace are learning and teaching developers at the Centre for Educational Excellence, Simon Fraser University.

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