Use 'unique' rather than 'different' when describing diverse learners¶

Strategy · All strategies
Evidence · no claims cited

Description¶

A concrete language practice for teachers and scholars: replace the comparative descriptor 'different' with 'unique' when portraying learners. The author argues 'different' implies 'different from mainstream/normative/dominant forms of learning,' describing learners through their relation to a normative core, whereas she would "advocate, as an alternative, 'unique,' which bestows both obvious and positive connotations on every learner with their own set of experiences, methods, practices, and preferences." She draws the term from Dr. Huamei Han's graduate-course collaborative agreement principle 'Respect our uniqueness.'

Design Implications¶

Context¶

Requirements¶

• Awareness that comparisons between learners are unnecessary and unhelpful in the formation of identities and portrayals

Constraints¶

• The author acknowledges researchers such as Fotovatian (2012) may associate equal difference to each learner type, but urges caution about how normative styles creep into even neutral comparisons

Target Learners¶

• all language learners, including those with disabilities and non-mainstream learners

Target Learning Goals¶

• learner identity formation and avoidance of marginalizing labels

Related Strategies¶

• Extend inquiry into learners' pasts to explain non-normative learning behaviours

Examples¶

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Key Sources¶

• Chen, J. (2016). Demonized Learners in Sociocultural Theory. Advances in Language and Literary Studies, 7(3), 168-177. https://doi.org/10.7575/aiac.alls.v.7n.3p.168