“We need to break away from the idea that there is one right way to speak or write; to be willing to have ourselves challenged as readers and listeners, especially when we encounter speakers or writers who speak or write with an ‘accent,’ or use language in different ways than we expect. “
In Episode 14, guest Adrienne Jones Daly (bio) reminds us of the nature of language itself, which is constantly being created and modified, selected, and targeted. When we add our own identities, and the cultures and experiences from which our identities spring, we meet in language a living organism that requires awareness of our differences, and a willingness to negotiate meaning in order to reach understanding.
This organic complexity is true of language in the simplest of exchanges. How much more critical, then, to know these aspects of language and to address them with young people learning about the world!
Yet in many (most) cases, we as parents, educators, coaches, or employers are unaware of the dynamic and highly-personalized nature of the act of using language. We are unaware that our personal language and cultural experiences set us up for individual perspective. This perspective means our personal spoken and written usage of words, phrases, and evoked images may not in fact be truly understood by others.
This unnoticed misunderstanding is not limited to those trying to communicate in second languages or “second cultures.” The assumption that there is such a thing as standard language–here in the United States, “standard English”–blinds us not only to the nature of language itself, but to the hyper-individuality of language usage, impoverishing our communication at best, leading to dangerous misunderstandings at worst.
This issue touches on every experience in our culture. Take a moment to ponder the conversations happening even now in our countries and communities. By assuming a standard language that does not in fact exist, we can end up not negotiating meaning in good faith, not understanding references, and making errors.
Adrienne Jones Daly asks us: “How can educators bring their own language histories into their classrooms to encourage students to embrace linguistic, cultural, and ideological diversity?“
Indeed, how can we change our training of young people and ourselves to realize the complex nature of language, the linguistic and cultural “accent” we each bring to our spoke and written language, so as to prepare to negotiate in good faith, to truly understand each other?
Enjoy the podcast, and check out Adrienne’s biography and the rich and diverse resources she shares.
In what ways do you, consciously or unconsciously, contribute to language diversity? Where do you experience – or contribute – to making meaning with others through linguistic and cultural negotiation?
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Guest Bio
Adrienne Jones Daly gained a keen interest in languages and linguistics at early age thanks to her mother. This interest led her to pursue two degrees in linguistics and to live, study, and work in several countries across the world. While getting her Master’s, she began tutoring in a writing center, and that led her on a path to editing, working with writers, and teaching college-level writing.
She decided to get a PhD in rhetoric and composition that combined her passion for working with writers with her interest in how people use languages. Her dissertation, Practicing Translingualism: Faculty Conceptions and Practice, explored how writing instructors could bring their own language histories into their classrooms to encourage students in embracing linguistic diversity and challenge racist ideologies around language. Adrienne currently teaches and edits and loves supporting teachers and students in connecting writing and learning.
Connect up with Adrienne:
RESOURCES
Things to read to challenge our ideas around standardized languages and English-only policies:
- A groundbreaking book that shows the racist underpinnings of literacy education and provides alternative ways to think about teaching language and literacy. April Baker-Bell, Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy
- CCCC/NCTE’s resolution Students’ Right to Their Own Language (SRTOL)
- CCCC’s Statement on Second Language Writing and Multilingual Writers (includes guidelines for writing courses and writing programs)
- This Ain’t Another Statement! This is a DEMAND for Black Linguistic Justice! (CCCC)
- A great article that defines and explains monolingual ideologies and the issues from enforcing ideas of standard languages. Missy Watson & Rachael Shapiro (2018) “Clarifying the Multiple Dimensions of Monolingualism: Keeping Our Sights on Language Politics”
- Rosina Lippi-Green’s English with an Accent: Language, Ideology and Discrimination in the United States is a foundational text for understanding how accents are stigmatized and play a role in discrimination.
To learn more about translanguaging in the classroom and translingualism:
- Translanguaging in the classroom (primarily K-12), Ofelia GarcĂa’s range of work: ofeliagarcia.org
- Using a translingual approach to teaching college-level writing: TCU Translanguaging and UConn First-Year Writing
- Considered the “manifesto” of translingualism, this article is quick but lays out important ideas of translingualism: Horner, B., NeCamp, S., & Donahue, C. (2011) “Toward a multilingual composition scholarship: From English only to a translingual norm”
A smattering of Twitter people to follow about multilingualism and anti-racist writing and language work:
- Anne Charity Hudley @ACharityHudley
- Nicole Holliday @mixedlinguist
- April Baker-Bell @aprilbakerbell
- Speaking American @todos_america
- Ja’La Wourman @jalawourman
- Vijay Ramjattan @vijay_ramjattan
- Nelson Flores @nelsonflores
- NPR’s Code Switch @NPRCodeSwitch
- Lingthusiam @lingthusiasm
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