The language we (language instructors, researchers, testers, etc.) use to describe language learners of marginalized identities matters a great deal. My colleague Robert Randez and I recently collaborated on a piece for a critically needed special issue of Language Testing to, in part, illustrate for applied linguists the importance of making purposeful and informed language choices to refer respectfully, inclusively, and equitably to disabled second language learners. From our abstract: “…we provide a historical commentary on the establishment of equity for the disabled community within the United States, applied linguistics, and the wider language testing field. We then offer a framework for advancing equity through a reflective process, along with two examples. The first focuses on the terminology used to reference this population and the ongoing process of respectful representation within published work. The second gives nuance by discussing testing accommodations for individuals with autism spectrum disorder to contextualize a subgroup of the disabled community within language testing.”
Happy reading, cite widely!
Randez, R. A., & Cornell, C. (2023). Advancing equity in language assessment for learners with disabilities. Language Testing, 0(0). https://doi.org/10.1177/02655322231169442
Caitlin Cornell 