“We need to challenge the implicit and explicit Standard English-only policies and structures in US education at all levels. In what ways do we perpetuate prejudiced ideas toward language, and how can we change that?“
Dr. Adrienne Jones Daly prepared this thoughtful question as an anchor for our conversation in podcast Episode 14. It is a question that poses a challenge for each day of all the years of an educator’s work. The question is based not only on the the identity of the learner, but the identity and assumptions of the educator and the society that has placed the educator “in charge” in the classroom, an official, as it were of the broader society and its perspectives.
Adrienne brings this thoughtful “pause” to her work, and is always, in a respectful and engaging way, wanting all others (educators, parents, legislators, everyone) to think such basic assumptions through, to see where the standard assumptions may be leaving others out or actively disenfranchising and marginalizing them.
Take a look not only at Adrienne’s biography below, but the resources she has carefully curated for your consideration. All touch on the challenge posed in the question, and the heartfelt sharing she does in the podcast. The podcast emphasizes reflecting on linguistic and cultural experiences to broaden affirmation and integration of student contributions and “voice.” This emphasis connects to the items on translanguaging below. (To meet length requirements, the part of the podcast specifically focused on translanguaging had to be edited out.) Check the resources out–and let’s keep ALL our conversations going.
Adrienne Daly’s bio and contact information:
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:
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 García’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
To learn more about previous guests on It’s About Language or access other episodes of the podcast, visit It’s About Language or click on the Podcast tab above.