Bárcena Madera, María ElenaRead, Timothy MartinSedano Cuevas, Beatriz2024-09-062024-09-062020-03-11Barcena, Elena, Read, Timothy and Sedano, Beatriz. "An Approximation to Inclusive Language in LMOOCs Based on Appraisal Theory" Open Linguistics, vol. 6, no. 1, 2020, pp. 38-67. https://doi.org/10.1515/opli-2020-00032300-9969https://doi.org/10.1515/opli-2020-0003https://hdl.handle.net/20.500.14468/23642The registered version of this article, first published in Open Linguistics, is available online at the publisher's website: De Gruyter, https://doi.org/10.1515/opli-2020-0003La versión registrada de este artículo, publicado por primera vez en Open Linguistics, está disponible en línea en el sitio web del editor: De Gruyter, https://doi.org/10.1515/opli-2020-0003This article explores inclusive language as a form of verbal communication in an open online language course for refugees and migrants. Firstly, the existing evidence of the benefits of using inclusive language in education is analyzed. Secondly, the specific need to use this type of language in the context of online courses for displaced people is discussed. Thirdly, a first approximation towards the identification of linguistic resources that may impact both group inclusion and individual discrimination is attempted, based on principles and categories from Appraisal Theory. Fourthly, the presence and effects of these linguistic resources are analyzed in the materials and forums of a highly successful LMOOC of elementary Spanish for refugees and migrants. Fifthly and finally, conclusions are drawn on the convenienceninfo:eu-repo/semantics/openAccess57 Lingüísticaartículoinclusive languagelanguage MOOCs (LMOOCs)appraisal theoryrefugees and migrants