What is Linguistic Discrimination?

•  “Think, Share, Reflect” Activity (15 mins)

  1. Instructions: Display the slide deck and introduce the topic of linguistic discrimination.

     1. Step 1: Think (3 mins): Students individually list three examples or situations where they have observed or experienced linguistic discrimination.

     2. Step 2: Share (5 mins): In pairs, students share their examples, discussing similarities and differences in what they observed. 

     3. Step 3: Reflect (5 mins): Reconvene as a class, and ask a few students to share their observations, write their responses on the board to highlight common themes in their experiences. 

Vocabulary Exploration (10 mins)

• • Words: Linguistic Discrimination, Cultural Identity, Code-Switching, Stereotyping, Language Ideology, Standard American English Ideology.

  • Activity: 

    • Divide students into small groups and assign each group one vocabulary term.

    • Each group writes a definition in their own words and thinks of a real-life example.

    • Groups present their definitions and examples to the class, connecting the terms to students’ everyday experiences.

• Listening Activity: Real Stories of Linguistic Discrimination (20 mins)

  • Pre-listening Discussion: Ask students about situations where language or accents influenced people’s treatment or perception. Prompt with questions like: 

    1. “How does the way someone speaks affect how they’re treated?”

    2. “Why might people feel pressure to change their accents or dialects?”

  • Listening Task: Play a short video where people share their experiences with linguistic discrimination. https://www.youtube.com/watch?v=xoOLBi8XL7I

  • Observation Sheet: While listening, students fill out a handout divided into three columns:

    1. Column 1: Describe what happened

    2. Column 2: Identify the type of discrimination (social, job-related, financial, educational)

    3. Column 3: Write a personal reaction or thought

  • Post-listening Discussion:

    1. “How did these stories make you feel?”

    2. “What surprised you about the experiences shared?”

Speaking Activity: Scenario-Based Role-Play on Language Identity (15 mins)

• Grouping: Divide students into groups of 3-4. Each group receives a scenario illustrating linguistic discrimination in different contexts (job, social, financial, educational).

• Role-Play Preparation (5 mins): Each group discusses how they would respond to the situation and chooses roles for a brief role-play.

• Presentation and Discussion (10 mins): Groups perform their role-plays, showing a range of responses. Open the floor for classmates to add their own ideas on how they might react or help.

Four Scenarios of Linguistic Discrimination

Scenario 1: Job Interview 

An applicant with a strong accent is questioned about their communication skills.

Prompts: 

Applicant: “I’m confident in my ability to communicate effectively.”

Interviewer: “How would you manage communication with clients?”

Bystander: “Accents don’t impact skills.”

Scenario 2: Classroom

A student with a regional dialect is teased by peers for his pronunciation of certain words.

Prompts:

Student: “This is how people speak where I am from.”

Teasers: “Can’t you talk like everyone else?”

Teacher/Bystander: “We should all appreciate different accents.”

Scenario 3: Customer Service

A customer service worker with a non-native accent receives negative feedback due to their accent.

Prompts: 

Worker: “Let me know if there is anything I can clarify.”

Customer: “Can’t you speak more clearly?”

Colleague: “They’re fully trained to help you.”

Scenario 4: Social Gathering

A bilingual person is told, “You sound different; why don’t you speak like us?” when talking on the phone in their first language.

Prompts: 

Bilingual person: “This is my first language; it feels natural.”

Commenter: “Why not speak like everyone else here?”

Friend/Bystander: “It’s great they know more than one language.”

Interactive Language Ideology Analysis: Examining Attitudes Towards Language (20 Mins)

Instructions:

Introduction to Activity (2 mins):

Pose the guiding question to the class:

1. 1. “What do people believe about the ‘right’ or ‘better’ way to speak, and how do these beliefs influence society?

   2. Briefly explain that this activity explores common language ideologies and their impact on linguistic discrimination.

2. Language Ideologies Gallery Walk

Display 4-5 posters or slides around the room, each presenting a statement reflecting a common language ideology. 

Examples: 

2. 1. “Standard English is the most professional way to speak.”

   2. “People with strong accents are harder to understand.”

   3. “Using slang makes someone sound uneducated.”

   4. “Speaking the dominant language of a country shows respect for its culture.”

   5. “Multilingualism is a valuable skill in the global economy.”

Provide students with sticky notes or note cards.

3. Instructions for Students:

   1. Walk around the room and read each statement.

   2. On a sticky note or note card, write one of the following for each statement: Agree/Disagree/Neutral

   3. A brief explanation of why they feel that way.

   4. A personal or observed example related to the statement.

Group Discussion and Analysis (8 mins):

1. Form groups: Assign students to small groups of 4-5.

Each group selects one statement to analyze in depth.

Guiding Questions for Analysis: 

2. What is the underlying belief behind this statement?

3. How might this belief contribute to linguistic discrimination?

4. Are there contexts where this belief might hold true? ARe there contexts where it is harmful?

5. How does this statement align or conflict with the concept of linguistic diversity?

2. Group Sharing:

   1. Groups take turns presenting their analysis to the class.

   2. Other groups are invited to respond or add examples.

3. Class Reflection (2 mins):

4. Ask students to reflect on how their perceptions of language ideologies have changed during the activity.

5. Prompt them to consider:

“What steps can we take as individuals and as a society to challenge harmful language ideologies?”

Activity: Reflection & Solution Brainstorming (20 mins):

• Small group solutions brainstorm:

  1. In their original groups, students brainstorm possible solutions or responses to their scenario. 

  2. Each group chooses one practical action or policy change to prevent similar discrimination.

• Share solutions with class:

  1. Each group presents its solution, allowing for a variety of perspectives on combating linguistic discrimination. 

Wrap-up (5 mins):

1. Reflection Prompt: 

   1. Ask students to reflect on one thing they learned about linguistic discrimination and how it connects to their own language experiences.