ABSTRACT
As a result of the global pandemic, pre-K-12 teachers and postsecondary educators had to migrate their courses to remote teaching. In spite of many teachers’ commitment to support the students’ learning and resiliency, exclusionary disparities in online settings exacerbated not only among students but also among faculty. Thus, to support new L2 instructors in making their online classrooms more inclusive, this chapter first draws on the Principles for Online Writing Instruction (OWI), critical language pedagogy, and the author’s own experiences as a teacher of sociolinguistics and first-year college composition courses to show that because most online courses and web-based resources rely heavily on printed text in English for instruction, communication, and assessment regardless of discipline or grade level, writing and language can quickly become a tool for marginalization and exclusion. The chapter concludes by offering tangible suggestions on how to incorporate critical pedagogy strategies and writing from a rhetorical perspective in online L2 classrooms.
