As countries and communities become increasingly diverse, it is common for environments to include learners who speak different languages and dialects. For example, people in the United States speak more than 350 languages, and the federal government does not designate any official language. Nevertheless, it is common for academic English to be perceived as the standard language for learning in schools or work environments. As a result, a hierarchy of language emerges with standard English at the top, and those who do not speak or understand this dominant language are often perceived as having a deficit or disadvantage. It is essential to disrupt any explicit or implicit messages of inferiority for those who use other languages or dialects (e.g., Spanish, Arabic, African American Vernacular English (AAVE), American Sign Language (ASL), etc.). Countries, communities, learning environments need to consider how different languages and dialects are perceived, portrayed, and treated in their contexts. This is especially imperative given that language is intimately interwoven with a person’s culture, values, and sense of identity. Offering content through the use of multiple languages and symbols creates more entry points for learners, increases accessibility, and provides linguistically diverse learners with a sense of value and belonging.

• Facilitate listening and understanding of diverse languages.
• Use closed captioning and sign languages when possible.
• Use closed captioning in more than one language.
• Label classroom items in multiple languages.
• Welcome the use of multiple languages and dialects for communication, including speaking and writing.
• Recognize that the goal of learning standard languages is not assimilation or monolingualism.
• Avoid using ableist language (expressions that use terms associated with disabilities as pejoratives).
• Avoid using language and symbols associated with oppression, discrimination, or dehumanization.