From Tacit Myth to Explicit Lurking: Using Discourse-Based Interviews to Empirically Confront the Mythologized *Standard English Eel

Autor/in	Johnson, Sarah
Titel	*From Tacit Myth to Explicit Lurking: Using Discourse-Based Interviews to Empirically Confront the Mythologized Standard English Eel**
Quelle	In: Composition Forum, 49 (2022) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7502
Schlagwörter	Writing Research; Writing Instruction; Standard Spoken Usage; Language Attitudes; Misconceptions; Universities; Scoring Rubrics; Grading; Teaching Methods; Multilingualism; Language Variation; English; Teacher Attitudes; College Faculty; Grammar; Teacher Characteristics + Suchen Sie Ihr Suchwort? Schreibforschung; Schreibunterricht; Gesprochene Sprache; Umgangssprache; Sprachverhalten; Missverständnis; University; Universität; Scoring formulas; Auswertungsbogen; Notengebung; Schulnote; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Sprachenvielfalt; English language; Englisch; Lehrerverhalten; Fakultät; Grammatik
Abstract	Scholars in writing studies have positioned numerous critiques of the tacit myth of Standard English (SE) and its use as an unquestioned communicative norm. While these critiques reflect the overlap of the field's translingualism and anti-racist writing assessment movements, they also reveal an empirical need surrounding the writing instructors who must actually grapple with the SE myth in their teaching and grading practices. Following Asao Inoue's identification of the SE myth as a slick eel that remains an assessment problem, I conducted a qualitative study using concept clarification interviews and discourse-based interviews (DBIs) at a large, diverse, four-year university in the U.S. to empirically confront the SE myth and make the potentially tacit presence of SE in instructors' rubrics and grading practices explicit. Based on the results of these interviews, I advocate for a shift from seeing and critiquing SE to performing Synergistic English Work (SEW) in the context of grading rubrics and assessment policies, making the absent presence of *SE visible, open to disruption, and more actively combatted. (As Provided).
Anmerkungen	Association of Teachers of Advanced Composition. e-mail: cf@compositionforum.com; Web site: http://compositionforum.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01