Confronting Internalized Language Ideologies in the Writing Classroom: Three Pedagogical Examples

Autor/inn/en	Slinkard, Jennifer; Gevers, Jeroen
Titel	Confronting Internalized Language Ideologies in the Writing Classroom: Three Pedagogical Examples
Quelle	In: Composition Forum, 44 (2020) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7502
Schlagwörter	Language Attitudes; Ideology; Writing (Composition); Writing Instruction; Bilingual Students; Multilingualism; Social Justice; Standard Spoken Usage; Sociolinguistics; Official Languages; Language Research; English (Second Language); Second Language Instruction; Course Content; Undergraduate Students; Language Variation + Suchen Sie Ihr Suchwort? Sprachverhalten; Ideologie; Schreibübung; Schreibunterricht; Mehrsprachigkeit; Multilingualismus; Soziale Gerechtigkeit; Gesprochene Sprache; Umgangssprache; Soziolinguistik; Office language; Amtssprache; Sprachforschung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Kursprogramm; Sprachenvielfalt
Abstract	Although writing scholars have increasingly emphasized the need for more equitable approaches to language (difference) in the composition classroom, specific examples of teaching praxis remain sorely needed. In this article, we offer three sets of activities that we have used in our own classes designed for multilingual students. In formulating these activities, we adopt a critical-pragmatic approach to linguistic social justice, inviting students to grapple with standard language ideology and its consequences while questioning the idea that students can or should be liberated by us. Focusing on notions of "standard" and "correct" English, our proposal is grounded in relevant debates, connecting insights from sociolinguistics and World Englishes/Global English Language Teaching with Jerry Won Lee's theory of "translanguaging pedagogy." We hope that these examples will inspire more concrete initiatives aimed at promoting linguistic social justice and student agency. (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