In any classroom, subtle but persistent signals of inclusion and exclusion are communicated by material selections.

Materials traditionally used in language classrooms are created by authors with systematically different backgrounds and cultural norms than the students for whom they are meant. Examples are typical privileged middle class scenarios, with binary, heterosexual, mono-ethnic identities, as well as scenarios that oftentimes reinforce patriarchal norms. While such dissonances seem negligible as single incidences, the cumulative effect is a strong signal of “not belonging” to students (i) from socio-economicaly underprivileged families or otherwise educationally deprived or systematically oppressed backgrounds, (ii) from our LGBTQIA+ communities, (iii) of multi-racial, multi-ethnic backgrounds, (iv) with a single parent and (v) from same-sex families, to name a few. Furthermore, materials are also often far removed from social realities surrounding our students.

The two most crucial factors in making materials inclusive are: (i) choice of topic, and (ii) approach towards traditional topics in existing textbooks.

In this section, through the topics, themes, and materials suggested, and through a general note on ways to work with existing materials, we hope to initiate difficult but essential dialogues relevant to today’s reality, and engage students in respectful discussions with the aim of raising social consciousness about diversity, equity and inclusion, thereby sending a strong signal of you belong here!

Under each theme you will find a number of suggested authentic materials that can be used across various levels of proficiency, depending on the instructor’s needs. Noting the intersectionality of the themes, many of the suggested materials can be used effectively across themes and/or as segues from one theme to another. For some themes and materials, you will also find suggestions and examples of how to use them in ways that make them relevant and generate meaningful discussions leading to language acquisition through engagement with age appropriate materials that reflect the social realities lived by our students.

Language is about expressing oneself, one’s opinions, about learning new ways of thinking. By engaging with the suggested peer-generated materials our students become natural users of the language.