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1. International students studying in the US has grown over 100% in the course of a decade so why don’t universities feel more international?

2. As a college student, do you feel like you are receiving a global education? If not, what can DePaul do to provide its students with a global education?

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1. Exploring the intersection of transnationalism and critical race theory a critical race analysis of international student experiences in the United States

“As a result, Whiteness as property and the supremacy of Whiteness are apparent in three specific areas related to international students in the US: the privileged positioning of White American values, the pervasiveness of English as the dominant language, and the assumption of assimilation and acculturation of foreign students.”

Western countries actively promote language and cultural diversity, but there are developed countries that are not part of the West such as Japan and China which are not multicultural and maintain distinct cultural identities. Countries like these to name a few are not known for their diversity and their natives are very much steeped into their national culture. Multiculturalism is not promoted in their core values so it’s a given that these countries expect foreigners to fully assimilate in terms of language and culture. With the West’s mainstream culture shifting more and more towards acceptance and diversity, do you believe that developed countries not part of the West who are focused on maintaining their dominant national identity should adopt multicultural stances and accommodate for international students with different native languages who may not fully assimilate?

2. Codemeshing in Academic Writing

“Could she adopt more complex multimodal resources for communication rather than using smileys and emoticons that might be too informal for academic essays?”

If codemeshing were to be frequently used, what are some ways do you think that codemeshing could impact professional/academic writing and even formal day to day interactions?

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Inspired by Nativism by Gerald Friedman.

1. Nativism describes a cycle of xenophobic sentiment that reliably goes in and out of the popular consciousness. It does not always last, but it always seems to come back. Do you think that these waves are an unstoppable force of nature that we are doomed to create again and again, or do you think that with adequate vigilance and care, the waves will stop?

2. Page 16 of Nativism states that the fear that immigrants will subvert the dominant culture has often been used as a justification for the titular issue. Is this an arbitrary justification? In other words, if people did not fear subversion of their culture, do you think nativism would still arise? Or is “protecting the culture” simply a justification that could easily be replaced with any other reasoning? What reasons other than this do you think could give rise to nativistic sentiment?

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Globalization is defined as the process of interaction and integration among people and governments, and other entities worldwide through technology and commerce. We've seen how culture and language and be seriously affected with English as the dominant language. Since this arose from pre-industrial times, colonialism, and imperialism, is globalization inherently bad/evil? If we are to move forward, how can we acknowledge this fact and move on to accommodate globalization so that no more cultures and languages are lost? Is it even possible?

From Encounters with ‘strangers’: Towards dialogical ethics in English language education by Kostogriz and Docke:

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1) McKay, Sandra Lee. Teaching English as an International Language: Rethinking Goals and Approaches.

Is English as a lingua franca exclusively beneficial, or are there are downfalls of requiring English to be the best way of communication, such as English as a ‘homogenous’ language? Does it strip non-native English speakers of their identity? Does it make them alter their identity?

2)  Flores, Nelson, and Jonathan Rosa. “Undoing Appropriateness: Raciolinguistic Ideologies and

Language Diversity in Education.”

Can translating a phrase or sentence from a different language to English be considered appropriating if the original meaning is lost once translate? If the meaning of a phrase or sentence cannot be translated into English without losing the original meaning, should it be translated? How do we go about translating?

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1). Encounters with Strangers talks about dialect ethics and ways on why speaking "proper" English is crucial in an academic setting. In the African American community, talking "proper" is talking "white.". If you're a minority student, was there ever a time where you felt like you've been excluded by your own culture for doing something that's not really seen by your race? If you're not a minority, did you feel threatened or uncomfortable whenever someone was codemeshing around you?

2). When thinking about Nativism and assimilation, do you believe Native Americans, and to some extent African Americans, would still experience hate if they weren’t forced to strip away their culture?

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1. On encounters with strangers: Today less than 60% of Universities in the US requires students to take courses to learn a new language. Do you think the idea of normalizing the “other” through language would differ if all universities required this method? If so, would this exposure also change the normalizing of different cultures?

2- On nativism: The idea of nativism is to protect the interests of native born against those of immigrants. Does the word only have negative connotations or are the negative aspects that follow it based on how this word has been shaped through history as we saw in the article?

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“There’s No Way This Isn’t Racist” by Julia R. Daniels

1) Daniels concluded that Whiteness remains in the classrooms through the White teachers. What are some of the techniques or strategies that we have mentioned in class that you think can be used to diversify the classroom and stray away from Whiteness language teaching?

Chapter 5 “Avoiding Appropriation” by Carol Severino

2) How do you listen to someone learning English? Do you listen for accuracy (in comparison to the way that you speak English) or content? Does your decision change depending on a social setting vs. the classroom?

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1. People generally see an ESL writer's text as different, and therefore demeaning it as deficient, especially when compared to a NES's writing. This brings up the question, what makes certain English good? Since it is always changing, is it fair to compare the text of an ESL student with that of an NES student. And why is a difference in writing viewed as a deficiency?

2. Do you believe reformulation and appropriation can be applied to ESL writing only, or can it be practical to say NES students experience this loss of voice too when learning another language?

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1) From Carol Severino's "Avoiding Approporiation":

On pg. 52, the author states:

"I was simply writing mini travel essays, not studying in a degree program, taking rigorous humanities and social and natural sciences in Italian, and competing with Italian native speakers writing research papers, exams, and dissertations. With these pressures and challenges, more ESL writers may be more willing to trade some of their voice for accuracy, idiomaticity, and increased language learning."

Are there circumstances under which reformulation — and possibly even appropriation — may actually be a useful strategy for both teacher and student? When might these strategies be warranted, if it all?

2) The Severino reading touches on the issue of "idiomaticity," or a desire to sound like a native-speaker. To what extent should this be prioritized in the American education system in both English and foreign language classes? Is it more important to know how the locals speak or what the textbook says is grammatically correct?

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1.  In response to Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education (Flores and Rosa) : "Historically, there has been a concerted effort among sociolinguists to validate nonstandard varieties of English." Do you feel that you have witnessed a demonstrated effort in terms of the accepting of different types of voice outside of the standard "white" voice? Have you had any personal experiences where a professional has rejected a point you are trying to make due to a difference in language?

2.  In response to Carnagarajah’s “Blessed in My Own Way”: In addition to identity, role, awareness, and subjectivity, what other constructs contribute to developing a voice as a writer? What would your diagram include if asked to describe the criteria that goes into a writers voice? What factors have influenced your voice personally as a writer?

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1.) Do you think that "standardized" English abolishes other language varieties? Can the standard ever be changed?(  Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education by Flores and Rosa)

2.) Do you feel International students are provided enough assistance to get them through? If not, what else do you think will help International students feel more comfortable in their new environment? (Exploring the intersection of transnationalism and critical race theory a critical race analysis of international student experiences in the United States by Christina W. Yao, Chrystal A. George Mwangi & Victoria K. Malaney Brown. )

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1. What are the benefits and pitfalls of an international language or language standard? Considering these, does one outweigh the other? Regarding public policy, should governments take an active role in language standardization or should such a task be left to societal participants? (English as an International Language)

2. Is codemeshing, in an academic setting, beneficial to student populations or a hindrance to growth? How so? Depending on your answer, what pedagogical systems can be utilized to promote your stance on the matter within the world of academia? (Codemeshing in Academic Writing)

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1. “Exploring the intersection of transnationalism and critical race theory: a critical race analysis of international student experiences in the United States” discusses that whiteness as property and white supremacy as damaging to international students. How can universities and classrooms work to dismantle whiteness as property and white supremacy for international students while existing in an education system that is racist to begin with? Is it the same white supremacy at work against international students within the education system in the US or does it shift?

2. How do college campuses use othering to perpetuate racism against international students? Are segregating international student dorms helpful to create community within international students or is it othering by keeping them central to one area of campus? Does DePaul Other international students in any major ways?

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1.     In response to Nativism (Friedman)

This article gives an overview of nativism in the United States and points out the many ways it has manifested throughout history. Typically, the precursor to or driving force behind nativism has been fear or unease. Is there ever a context where nativism would have a positive effect and not a negative one? Is there a situation or community wherein nativism, or something akin to nativism, would actually protect from a real, tangible threat, rather than target a minority group?

2.     In response to Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education (Flores and Rosa)

In this article, a main point is that white speakers and listeners should be cognizant of their position in society when interacting with other language speakers. Is it acceptable for white people to use another language/dialect or a different English vernacular/variety as if it were their own? Are there scenarios in which is would be accepted or encouraged? Or would it always be harmful?

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Encounters with 'strangers': Towards Dialogical Ethics in English Language Education

1.     "A sense of responsibility has always constituted a part of English language education and had already manifested itself, paradoxical though this might sound, in the period of colonization and in the project of nation-building in English-speaking countries. What we want to argue, however, is that a sense of responsibility for educating non-natives and strangers, and in particular migrants, now has a different, ‘post-modern’ meaning, as distinct from previous understandings."

Is it the responsibility of schools to enforce teaching the English language to “non-natives” to learn proper English? If so, what are schools responsible for teaching to “native” English speakers? Should schools terminate other language programs that require students to take another language as part of their curriculum?

There’s No Way This Isn’t Racist”: White1 Women Teachers and the Raciolinguistic Ideologies of Teaching Code-Switching

2. "Many scholars have called into question the very notion of a “standard” or “standardized” English."

Can there be a standard english if all educators have their own style of teaching? can students be held accountable for being "incorrect" when speaking/writing english if they are using what they were taught as correct or "standard"?

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Encounters with 'Strangers': Towards Dialogical Ethics in English Language Education:

"Can the ‘foreigner’ as ‘enemy’ disappear from modern societies? Kristeva (1991) posed this question over a decade ago to imagine other ways in which we might live out our lives."

1. Over the years, popular culture in the US has arguably attempted to be seen as more 'tolerant' and 'open' to previously non-mainstream identities; how do you think this has impacted how people in the US view those they perceive as foreigners? How do you think US pop culture’s acceptance has affected these people as they perceive the US (i.e. friendlier, more welcoming, hostile, etc.)? What might we do to better communicate and bridge the distance between us and other cultures?

"Blessed in my own way:’’ Pedagogical affordances for dialogical voice construction in multilingual student writing

2. How can class rooms at all levels of education (from kindergarten - university) better assist multilingual writers as they navigate writing in a voice that expresses themselves? How might this occur on individual levels with teachers and professors as opposed to system-wide with administrators?

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1.  From Cultural Relevant Pedagogy 2.0:
"Death in the classroom refers to teachers who stop trying to reach each and every student or teacher who succumb to rules and regulations that are dehumanizing and result in de-skilling.” How can teachers combat death in the classroom through culturally relevant pedagogy? How can teachers use culturally relevant pedagogy without appropriating the culture of their students?

2. Inspired by "Undoing Appropriateness" by Flores and Rosa:
How can language combinations like ‘Spanglish' and ‘Chinglish’ be useful in a classroom? Even though they are often discouraged as an inappropriate way of learning because it’s not standard English, how can it make students improve their learning? Why would this be a useful tactic not only outside school but also in schools?