Culturally Sensitive and Bias-Free Language

Just as important as awareness of the existence of World Englishes is that of practicing

cultural sensitivity. To write in a culturally sensitive way means to be aware that cultural
differences and similarities between people exist and that these should not be assigned a
positive or negative value via words and descriptions selected in writing. Academic and
professional writings are characterized by bias-free language. Students, scholars, professionals,
and anyone wishing to maintain harmonious communicative relations should be careful in using
words and phrases that do not discriminate against particular groups, whether in terms of race,
ethnicity, gender, social class, age, and disability. The essential point is to communicate in a
way that is respectful of diversity.

Here are some general principles to follow when referring to different groups or
categories.

1. Race and Ethnicity

Racism is a form of discrimination against a person or persons of a different race. In
general, it is best to avoid identifying people by race or ethnic group. Race is an emotionally
charged topic, so it is best to tread carefully with the language used and to refer to race, as
Patricia Arinto (2009) asserts in English for the Professions, "only if it is relevant to what you
have to say," Words that reinforce stereotypes and that imply all people of a particular race or
ethnic group are the same should be avoided. For example, although the assessment is positive
in the sentence "Naturally, the Asian students won the math contest," the word "naturally"
reinforces the stereotype or generalization that Asians have superior aptitude in math.
Next, one must be attuned to the current terminology by which racial and ethnic groups refer to
themselves. This may be done by reading national newspapers and watching television news,
which typically are good indicators of current and preferred usage. According to Kitty Locker and
Donna Kienzler (2013), one should "refer to a group by the term it prefers," which means some
research is required to find out about acceptable and preferred terms. For example, for a long
time, "Native American" has been considered the politically correct term for the indigenous
peoples of the Americas, over the label "Red Indian." But today, most Native American people
prefer to be referred to by their specific nation or tribe. In the Philippine context, there have been
shifts in the preferences for terms that Filipinos of Chinese ancestry use to describe their
identity: from Tsino, to Chinoy, to Filipino Chinese.
It is also important to be sensitive to religion when referring to various ethnic groups.
Assumptions should not be made that stereotype a race, nationality, or ethnic group with a
specific religion. For example, not all Arabs are Muslims, not all Indians are Buddhists, and not
all Filipinos are Roman Catholics.

2. Gender and Sexual Orientation

 Sexism refers to the prejudice and discrimination based on sex or gender. To be
inclusive of all people in general references, one should favor gender-neutral words and
phrases over gender-biased words. For example, rather than "man-made," one can say
"manufactured," "synthetic," or "artificial." Instead of "layman's terms," one can use "ordinary
terms." Neutral words should also be chosen over words with "man" and "woman" in job titles or
descriptions. For example, it is more appropriate to use "chairperson" in place of "chairman,"
"flight attendant" in place of "stewardess," and "labor" in place of "manpower." One should also
avoid sexist terms like "woman lawyer" and "male nurse" and simply use "lawyer" and "nurse."
Pronouns may also be gender-biased, for example, when the masculine "he" pronoun is
used as a generic one for both genders. Gender-biased pronouns can be avoided by (a)
dropping pronouns that signify gender and restating the sentence, (b) changing to plural
construction. and (c) replacing masculine or feminine pronouns with "one" or "you." Examples of
alternative gender-neutral constructions are provided here.
Gender-biased example: Each student should submit his term paper by Monday,

Restatement Each student should submit a term paper by Monday.

Plural construction Students should submit their term papers by Monday.

Use of "you" You should hand in your term paper by Monday.

  Other gender-related terms may have to do with gender orientation or sexual orientation.
It is important to be sensitive to new attitudes about homosexual, transsexual, and transgender
people. For example, most gay people prefer the term "gay" to the more clinical "homosexual"
as a label. "Lesbian" is currently the term preferred by gay women. Transgender people prefer
to be referred to as being the gender they identify as, not their billh gender. Again, as a matter
of principle, one should refer to societal groups in the way that members of these groups prefer
to be referred to. Note also that terminology in this area is developing, and that not everyone
agrees.

3. Social Class
Class discrimination or classism is a form of prejudice against a person or people
because of their social class. An example of language with a bias against class is the American
term "white trash," which is not only a racial slur but a classist one that refers to white people,
usually from the rural Southern United States, coming from a lower social class inside the white
population. The term is negative not just because of the words that comprise it but because of
its connotation of danger; white trash people are seen as criminal, unpredictable, and without
respect for authority. In the United States and other cultures, there may also be a kind of
classism against those who are economically privileged. are sometimes referred to by the
derogatory terms "preppie" and "yuppie," both of which connote not just wealth but arrogance.
 There are examples from Philippine culture as well, in the informal terms "conyo" and
"jologs," both derogatory terms referring to class• The first, used to describe young people from
the upper class who speak an idiosyncratic mix of English and Tagalog, connotes vanity and
consciousness about social status. The second, now perhaps replaced by the term "jejemon,"
as used in reference to an idiosyncratic spelling or writing style; is used to describe persons who
look poor and out of style.
Classism may also appear even in more formal terminology. sociologisi/Activist Betsy
Leondar-Wright, argues in a video interview that classist terms "attribute favorable traits to the
wealthy and powerful" and "those in poverty or near-poverty are Similarly cast in a negative
light" (ClassismExposed, 2014). A more sensitive vocabulary uses terms that more precisely
portray the actual circumstances of people within the class structure. For example, instead of
"the owning class," one can use "the upper class" or "the privileged class," and instead of "the
underclass," one can say "the less privileged" or describe a condition of "chronic poverty." In the
Philippines, "informal settlers" is now the more politically correct term for "squatters."
4. Age
Ageism is a form of discrimination against other people because of their age, or
assuming that older people are less physically, intellectually, or emotionally able than other age
groups. The capabilities of younger people should also not be underestimated on the basis of
their age. Again, it is important to refer to a person's age only when that information is pertinent
to what is being discussed. When referring to a generic group, one should also ask their
subjects what wordings they prefer: Do they wish to be called "older persons" or "senior
citizens"? Do they prefer the label "youths," "teenagers," or "young people"?
Lastly, according to The American Psychological Association, writers should be specific
when referring to males and females in terms of their age: females 18 years or older are
women, not girls. "Girls" refers to those in high school or younger (under 18). The same is true
for "boys" and "man."

5. Disabilities
Discrimination in this area often arises because of lack of understanding and awareness.
Therefore, first, it is important to distinguish some terms that are mistakenly understood to be
synonymous. Various guides on bias-free communication and often-confused terminology are
available online. One example is "A Guide to Bias-Free Communications„ published by the
University of Wisconsin-Madison. It defines the terms "impairment " "disability," and "handicap"
as, respectively, (I ) "q physiological condition," (2) "the consequence of an impairment" which
"may or may not be handicapping," and (3) "the social implication of a disability; a condition or
barrier imposed by society, the environment or oneself."2 Thus, according to these definitions, a
"limp" is an impairment in which a leg or foot is damaged or stiff. A disability that may result from
arthritis is difficulty in walking, or walking unevenly and haltingly. People who limp may be
handicapped by having to climb stairs in buildings with no elevators. Other guides from other
cultural contexts may provide different definitions and examples; it is essential when writing to
do research on these definitions.
 Finally, when referring to people with disabilities, the focus should be on the person, not
the condition (Arinto, 2009). In Patricia Arinto's English for the Professions (2009), she adyises
writers to avoid hurtful expressions such as "retards" or even the seemingly neutral description
"the mentally retarded" and to use instead "people with mental retardation." Similarly, instead of
"the blind" and "cancer patients," one should instead use "people with vision impairments" and
"people being treated for cancer," respectively. These examples demonstrate the importance of
identity-first language or the importance of putting the person or people first. Note the difference
in the following sentences:

Disability first: The blind student used a special keyboard during the exam.
Person first: The student, who is visually impaired, used a special keyboard during the exam.
Next, Arinto (2009) suggests considering the negative implications of usages such as
"confined to a wheelchair" and "AIDS victim." For the former, one should instead write or say
"uses a wheelchair" because wheelchairs enable people to escape, confinement, while for the
latter, one should use "person with AIDS" as someone who can acquire a disease without being
victimized by it. Arinto (2009) also notes that the word “abnormal” may be replaced with
“atypical” because “people who have disabilities are atypical but not necessarily abnormal”
(Arinto, 2009). These latter examples demonstrate the importance of not representing people
with disabilities as unfortunate. limited, and helpless victims.

Synthesis
These general guiding principles are helpful, but not always apt. For example, there are
heated debates now among parents of children with autism about whether to use "person with
autism" or "autistic petson." Yet again, it must be emphasized that research is necessary to
become aware of trends and debates in this and other areas. One may also simply ask the
concerned people what their preferred terms are.
The final takeaway is that to be an effective writer, one must not stereotype, demean. or
exclude any member of his or her audience. Such stereotypes and biases are barriers to
communication.