Teorik Makale
BibTex RIS Kaynak Göster

Challenging Ableism in Efl and Esl Classrooms: Suggestions for Teachers

Yıl 2021, Cilt: 2 Sayı: 2, 127 - 138, 30.12.2021

Sezen Arslan

Öz

There are millions of disabled people across the world, and they are often vulnerable to discrimination. As a result, they experience difficulties concerning health, education, and employment because non-disabled people are considered more normal and superior than disabled people. This kind of segregation leads to ableism which is based on the belief that disabilities are flaws and disabled people are inferior, more fragile, and less strong. Ableism is an understanding that values the general physical and/or mental abilities of the people. It can manifest itself in different forms. Among them are the verbal expressions which refer to the ableist language. Considering that one’s perception of the world is immensely affected by the language that s/he uses, it is of crucial importance to eliminate ableist language. Apart from non-ableist language, a non-ableist pedagogy should also be promoted. To achieve a more inclusive world, the education settings should reflect a non-ableist pedagogy by including disability themes and related activities. English as foreign and second language classrooms can provide convenient contexts to develop an awareness of non-ableist language and pedagogy. Therefore, drawing on the extant literature, this study sets out to suggest pedagogical implementations that can be used in English classes to promote non-ableism. 

Anahtar Kelimeler

ableism ableist language English as a foreign language English as a second language

Kaynakça

  • Alves, S., & dos Santos, P. L. (2013). Bringing disability awareness into the general curriculum. Proceedings of the European Conference on Curriculum Studies, Future directions: Uncertainty and possibility (pp. 514-518). Braga, Portugal.
  • Bates, P., & Davis, F.A. (2010). Social capital, social inclusion and services for people with learning disabilities. Disability & Society, 19(3), 195-207. https://doi.org/10.1080/0968759042000204202
  • Bottema-Beutel, K., Kapp, S. K., Lester, J. N., Sasson, N. J., & Hand, B.N. (2021). Avoiding ableist language: Suggestions for autism researchers. Autism in Adulthood, 3(1), 18-29. https://doi.org/10.1089/aut.2020.0014 Carrel, P. L., & Carson, J. G. (1997). Extensive and intensive reading in EAP setting. English for Specific Purposes, 16(1), 47-60.
  • Carruthers, J. F. V. (2019). A nondisabled’s guide to ableist language. Transnational Spaces Latin American-European Journal of Social Thought and Action, 7(13), 52-61.
  • Centers for Disease Control and Prevention. (CDC). (2020, September 16). Disability and health overview. https://www.cdc.gov/ncbddd/disabilityandhealth/disability.html
  • de Beco, G. (2016). Transition to inclusive education systems according to the convention on the rights of persons with disabilities. Nordic Journal of Human Rights, 34(1),40-59. https://doi.org/10.1080/18918131.2016.1153183
  • Dolmage, J. T. (2017). Academic ableism: Disability and higher education. University of Michigan Press.
  • Dunn, D. S., & Andrews, E. E. (2015). Person-first and identity-first language: Developing psychologists’ cultural competence using disability language. American Psychologist, 70(3), 255-264. https://doi.apa.org/doiLanding?doi=10.1037/a0038636
  • Ellman, L. (2012). Opening eyes to the blind: A unit plan that confronts ableism in a standards-based general education classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85(1), 15-22. http://dx.doi.org/10.1080/00098655.2011.604362
  • European Union Agency for Fundamental Rights. (2015). Violence against children with disabilities: legislation, policies and programmes in the EU. https://fra.europa.eu/sites/default/files/fra_uploads/fra-2015-violence-against-children-with-disabilities_en.pdf
  • Hehir, T. (2002). Eliminating ableism in education. Harvard Educational Review, 72(1), 1-32.
  • Holcomb, N. (1989). A smile from Andy. Jason and Nordic Pub.
  • Kattari, S. K., Olzman, M., & Hanna, M. D. (2018). “You look fine!”: Ableist experiences by people with invisible disabilities. Affilia: Journal of Women and Social Work, 33(4), 477-492. https://doi.org/10.1177/0886109918778073
  • Kesgin Y., & Karakoç E. (2017). Turkish proverbs as a reproduction of ableist language in social memory. In Ruggiero, C., Arslan, H., & Icbay, M. A. (Eds.)., Research on Communication (135-143). XIV. European Conference on Social and Behavioral Sciences Odessa, Ukraine.
  • Lalvani, P., & Bacon, J. K. (2019). Rethinking “We Are All Special”: Anti-ableism curricula in early childhood classrooms. Young Exceptional Children, 22(2), 87-100.
  • McLean, M. A. (2011). Getting to know you: The prospect of challenging ableism through adult learning. New Directions for Adult and Continuing Education, 132, 13-22. https://doi.org/10.1002/ace.427
  • McRuer, R. (2006). Crip theory: Cultural signs of queerness and disability. New York University Press.
  • Ravishankar, R. A. (2020, December 15). Why you need to stop using these words and phrases. Hardvard Business Review. https://hbr.org/2020/12/why-you-need-to-stop-using-these-words-and-phrases
  • Resnick, A. (2021, October 28). Types of ableist language and what to say instead. Verywell Mind. https://www.verywellmind.com/types-of-ableist-language-and-what-to-say-instead-5201561
  • Smith, L., Foley, P. F., & Chaney, M. P. (2008). Addressing classism, ableism, and heterosexism in counselor education. Journal of Counseling & Development, 86, 303-309.
  • Storey, K. (2007). Storey, K. (2007). Combating ableism in schools. Preventing School Failure, 52(1), 56- 58. https://doi.org/10.3200/PSFL.52.1.56-58
  • United Nations. (1948). Universal Declaration of Human Rights. https://www.un.org/sites/un2.un.org/files/udhr.pdf
  • United Nations. (2003). The United Nations and disabled persons -The first fifty years. https://www.un.org/esa/socdev/enable/dis50y10.htm
  • United Nations. (n.d.). Transforming our world: The 2030 agenda for sustainable development. https://sdgs.un.org/2030agenda
  • World Bank. (2019, December, 3). Disability inclusion matters to achieve an accessible future for all. https://www.worldbank.org/en/news/feature/2019/12/03/disability-inclusion-matters-to-achieve-an-accessible-future-for-all
  • World Health Organization. (WHO). (2020, December 1). Disability and health. https://www.who.int/news-room/fact-sheets/detail/disability-and-health

Yabancı Dil ve İkinci Dil Olarak İngilizce Sınıflarında Sağlamcılık ile Mücadale: Öğretmenler İçin Öneriler

Yıl 2021, Cilt: 2 Sayı: 2, 127 - 138, 30.12.2021

Sezen Arslan

Öz

Dünya genelinde milyonlarca engelli insan vardır ve bu insanlar genellikle ayrımcılığa karşı savunmasız durumdadırlar. Bunun sonucu olarak, engelli olmayanlar, engellilere göre daha normal ve üstün kabul edildiğinden engelli kişiler, sağlık, eğitim ve istihdam konusunda zorluklar yaşamaktadırlar. Bu tür bir ayrım, engelli olmanın kusurlu olduğu, engelli kişilerin daha güçsüz ve daha hassas olduğu anlayışına dayanmaktadır. Sağlamcılık, insanların genel mental ve/veya fiziksel yeteneklerine önem vermektedir. Dolayısıyla, kendini farklı şekillerde gösterebilir. Bunlar arasında, sağlamcı dile atıfta bulunan sözlü ifadeler vardır. Kişinin dünyayı algılayışının kullandığı dilden büyük ölçüde etkilendiği düşünüldüğünde, sağlamcı dilin ortadan kaldırılması büyük önem taşımaktadır. Sağlamcılık karşıtı dilin yanı sıra, sağlamcılık karşıtı pedagoji de desteklenmelidir. Daha kapsayıcı bir dünya için, eğitim ortamları, engellilik temalarını ve etkinliklerini dahil ederek sağlamcılığa karşı olan bir pedagojiyi yansıtmalıdır. Yabancı dil ve ikinci dil olarak İngilizce sınıfları, sağlamcılık karşıtı dil ve pedagoji bilincini geliştirmek için uygun bağlamlar sağlayabilir. Bu nedenle bu çalışma, mevcut literatürden yola çıkarak, sağlamcılık karşıtlığını destekleyici İngilizce derslerinde kullanılabilecek pedagojik uygulamalar önermektedir. 

Anahtar Kelimeler

sağlamcılık sağlamcı dil yabancı dil olarak İngilizce ikinci dil olarak İngilizce

Kaynakça

  • Alves, S., & dos Santos, P. L. (2013). Bringing disability awareness into the general curriculum. Proceedings of the European Conference on Curriculum Studies, Future directions: Uncertainty and possibility (pp. 514-518). Braga, Portugal.
  • Bates, P., & Davis, F.A. (2010). Social capital, social inclusion and services for people with learning disabilities. Disability & Society, 19(3), 195-207. https://doi.org/10.1080/0968759042000204202
  • Bottema-Beutel, K., Kapp, S. K., Lester, J. N., Sasson, N. J., & Hand, B.N. (2021). Avoiding ableist language: Suggestions for autism researchers. Autism in Adulthood, 3(1), 18-29. https://doi.org/10.1089/aut.2020.0014 Carrel, P. L., & Carson, J. G. (1997). Extensive and intensive reading in EAP setting. English for Specific Purposes, 16(1), 47-60.
  • Carruthers, J. F. V. (2019). A nondisabled’s guide to ableist language. Transnational Spaces Latin American-European Journal of Social Thought and Action, 7(13), 52-61.
  • Centers for Disease Control and Prevention. (CDC). (2020, September 16). Disability and health overview. https://www.cdc.gov/ncbddd/disabilityandhealth/disability.html
  • de Beco, G. (2016). Transition to inclusive education systems according to the convention on the rights of persons with disabilities. Nordic Journal of Human Rights, 34(1),40-59. https://doi.org/10.1080/18918131.2016.1153183
  • Dolmage, J. T. (2017). Academic ableism: Disability and higher education. University of Michigan Press.
  • Dunn, D. S., & Andrews, E. E. (2015). Person-first and identity-first language: Developing psychologists’ cultural competence using disability language. American Psychologist, 70(3), 255-264. https://doi.apa.org/doiLanding?doi=10.1037/a0038636
  • Ellman, L. (2012). Opening eyes to the blind: A unit plan that confronts ableism in a standards-based general education classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85(1), 15-22. http://dx.doi.org/10.1080/00098655.2011.604362
  • European Union Agency for Fundamental Rights. (2015). Violence against children with disabilities: legislation, policies and programmes in the EU. https://fra.europa.eu/sites/default/files/fra_uploads/fra-2015-violence-against-children-with-disabilities_en.pdf
  • Hehir, T. (2002). Eliminating ableism in education. Harvard Educational Review, 72(1), 1-32.
  • Holcomb, N. (1989). A smile from Andy. Jason and Nordic Pub.
  • Kattari, S. K., Olzman, M., & Hanna, M. D. (2018). “You look fine!”: Ableist experiences by people with invisible disabilities. Affilia: Journal of Women and Social Work, 33(4), 477-492. https://doi.org/10.1177/0886109918778073
  • Kesgin Y., & Karakoç E. (2017). Turkish proverbs as a reproduction of ableist language in social memory. In Ruggiero, C., Arslan, H., & Icbay, M. A. (Eds.)., Research on Communication (135-143). XIV. European Conference on Social and Behavioral Sciences Odessa, Ukraine.
  • Lalvani, P., & Bacon, J. K. (2019). Rethinking “We Are All Special”: Anti-ableism curricula in early childhood classrooms. Young Exceptional Children, 22(2), 87-100.
  • McLean, M. A. (2011). Getting to know you: The prospect of challenging ableism through adult learning. New Directions for Adult and Continuing Education, 132, 13-22. https://doi.org/10.1002/ace.427
  • McRuer, R. (2006). Crip theory: Cultural signs of queerness and disability. New York University Press.
  • Ravishankar, R. A. (2020, December 15). Why you need to stop using these words and phrases. Hardvard Business Review. https://hbr.org/2020/12/why-you-need-to-stop-using-these-words-and-phrases
  • Resnick, A. (2021, October 28). Types of ableist language and what to say instead. Verywell Mind. https://www.verywellmind.com/types-of-ableist-language-and-what-to-say-instead-5201561
  • Smith, L., Foley, P. F., & Chaney, M. P. (2008). Addressing classism, ableism, and heterosexism in counselor education. Journal of Counseling & Development, 86, 303-309.
  • Storey, K. (2007). Storey, K. (2007). Combating ableism in schools. Preventing School Failure, 52(1), 56- 58. https://doi.org/10.3200/PSFL.52.1.56-58
  • United Nations. (1948). Universal Declaration of Human Rights. https://www.un.org/sites/un2.un.org/files/udhr.pdf
  • United Nations. (2003). The United Nations and disabled persons -The first fifty years. https://www.un.org/esa/socdev/enable/dis50y10.htm
  • United Nations. (n.d.). Transforming our world: The 2030 agenda for sustainable development. https://sdgs.un.org/2030agenda
  • World Bank. (2019, December, 3). Disability inclusion matters to achieve an accessible future for all. https://www.worldbank.org/en/news/feature/2019/12/03/disability-inclusion-matters-to-achieve-an-accessible-future-for-all
  • World Health Organization. (WHO). (2020, December 1). Disability and health. https://www.who.int/news-room/fact-sheets/detail/disability-and-health
Toplam 26 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dil Çalışmaları
Bölüm Araştırma Makaleleri
Yazarlar

Sezen Arslan 0000-0002-5784-5704

Yayımlanma Tarihi 30 Aralık 2021
Gönderilme Tarihi 17 Kasım 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 2 Sayı: 2

Kaynak Göster

APA Arslan, S. (2021). Challenging Ableism in Efl and Esl Classrooms: Suggestions for Teachers. Dünya Dilleri, Edebiyatları Ve Çeviri Çalışmaları Dergisi, 2(2), 127-138.
 Kapak Resmi İndir