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This chapter raises ethical concerns involved in treating languages as tools, weapons, or commodities whose values fluctuate with the prevailing source of national threat--concerns that scholars in language fields in higher education have yet to consider in sufficient depth.
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In Shaping Language Policy in the U.S.: The Role of Composition Studies, author Scott Wible explores the significance and application of two of the Conference. Introduction: situating language policy within composition's past, present, and future -- The language curriculum research group: translating the students' right.
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Find a copy in the library Finding libraries that hold this item Is the widespread conception of academic language so secure and so understood that we find it unnecessary to present the linguistic features or provide examples? The lack of features and examples shows just how tacit our understanding of what academic language is and should be—to the great disadvantage of students who are further removed from this language or who have not extensively experienced it in the past.
Students should avoid emoticons in formal settings, but why? Students should make sure all subjects agree with all verbs, but why? Of course, parts of this textbook analysis are also to be applauded, such as when these textbooks recognize that their representation of academic language is not the way but a different way; when they concede that academic language is not stagnant but changes over time; and when they motion toward the purpose of this academic language, like communication across spaces although the obvious question still remains: However, the gaps between our scholarship on academic language and these textbooks representations are still rather clear.
Finding these gaps is step number one; continued conversation and intentional revision is step number two. Finally, while I have focused on textbooks in this analysis, I am advocating for this kind of systematic and proactive analysis across our professional artifacts and pedagogical materials. What values lie behind our representation of academic language in our prompts? How do they re- create the documentary reality of our programs and classrooms, and is our scholarship urging us in another direction? This approach takes a critical eye and a proactive stance. It may mean revising our materials more often than we would like; it may mean guiding our students through explicit discussion and critique of those materials we do not control like program-wide textbooks or course goals ; it may mean including more model artifacts and materials with our scholarship to make the connections more concrete and accessible.
Most importantly, investigating our professional artifacts and pedagogical materials for their tacit ideologies means confronting our own tacit ideologies so we can better unify our values across the spheres of research, teaching, and administration that we traverse. While SRTOL is not a focal point in this paper, it has served as the impetus for both scholarship and pedagogy that informs the direction of this argument.
My point in this paper is not to discredit these textbooks but instead to show that they are not neutral in how they represent and value language. Though the text uses the same term in both spaces, the representation differs drastically between the two, and in this paper, I focus only on the one in the Academic Writing chapter since it is associated with academic writing. Are Textbooks Contributions to Scholarship?
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English with an Accent: Language, Ideology, and Discrimination in the United States. Is Academic Writing White? The Myth of Linguistic Homogeneity in U. World Englishes and the Teaching of Writing. Rhetoric Review , vol.
Specifically, I am interested in the anglophone poetry of colonized peoples of the Caribbean and the Sino-Indonesian region. English language -- Political aspects. Works Cited Alfred, Gerald J. The artful use of language Samy Alim and Geneva Smitherman beautifully describe this link between language, being, and community:.
Alternative Discourses and the Academy. Scott, Jerrie Cobb, et al.
Bridging Language Policies and Pedagogical Practices. Understanding the Political Economy of Composition.
Utah State UP, The Social Construction of Documentary Reality. Sociological Inquiry , vol. Smitherman, Geneva, and Victor Villanueva, editors. From Intention to Practice. Southern Illinois University Press, Reading and Writing in Freedom. Linguistic Memory and the Politics of U. Ideology and Freshman Textbook Production: The Place of Theory in Writing Pedagogy.
Shaping Language Policy in the U. The Role of Composition Studies. Southern Illinois UP, Return to Composition Forum 38 table of contents.
Composition Forum is published by the Association of Teachers of Advanced Composition with the support and generous financial assistance of Penn State University. Samy Alim and Geneva Smitherman beautifully describe this link between language, being, and community: The artful use of language While Inoue focuses on assessment in particular, his argument that these racialized hierarchies implicitly direct our traditions in composition applies to any practice that assigns value , including the value we assign to academic language: Race is one way we mark diversity and complexity, difference.
The point is to get rid of racism, unfair racialized hierarchies. Gerald Alred and Erik Thelen insightfully explore these realities: Beyond the local scene, the textbook will help construct the image of the program. Table 2 offers a general comparison of what categories appeared or did not appear in each textbook, through which we sense the level of depth or space each of these textbooks give to a discussion about academic language: Name and Placement All three textbooks approach naming and placing academic language differently, and, even in the name and placement, we begin to see an emergence of the value judgments each textbook attaches to academic language.
Implications What I hope this comparative analysis reveals, first of all, is that no representation or discussion of academic language can be neutral. Works Cited Alfred, Gerald J. The Norton Field Guide to Writing. Antiracist Writing Assessment Ecologies: The WAC Clearinghouse, Lunsford, Andrea, et al. The Violence of Literacy.