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How do we prevent the domination of Standard English over the other written and spoken dialects in the classroom?

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In our presentation, we discussed some of the ways teachers may combat linguistic discrimination and create an environment in the classroom in which students can communicate comfortably and authentically (consider the video clip of Lucy Laney Elementary School). Take a moment to consider some additional ways teachers may specifically address linguistic discrimination in the classroom and acknowledge students whose language, dialects, or accents differ from standard English. What could the curriculum look like? What kinds of assignments could be created with this in mind? What kinds of materials or lesson plans could be implemented that have a focus on linguistic diversity?

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How do we prevent linguistic microaggressions in our classrooms?

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How do we promote a non-ableist linguistic environment in our classrooms?

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Recall from our presentation the definition of a microaggression: “Microaggressions are the everyday verbal, nonverbal, and environmental slights , snubs, or insults, whether intentional or unintentional, that communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership.” (Sue, 2018)

It is also important to note that victims of microaggressions may have difficulty addressing them directly. The person who committed the microaggression may not be conscious of their own prejudices, and the harm may not be immediately apparent to bystanders. Also, the victim of the microaggression may fear retaliation for speaking up about it.

Given what you know about microaggressions, how can you create an environment in your classroom where students are more conscious of the underlying meanings of what they say to one another, victims of microaggressions feel safe speaking up, and perpetrators understand that outcome rather than intent is what matters with what they say?

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Ai-Media. (n.d.) What is Audism? 5 examples to learn and avoid. Ai-Media.

https://www.ai-media.tv/what-is-audism-5-examples-to-learn-and-avoid/

Ai-Media’s web page addresses 5 common examples of Audism, and provides a definition. Their goal is to educate individuals about Audism and to encourage ways to avoid discriminating against people in the deaf community or people who are hard of hearing.

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Aviles, Q. (2018). My tongue is divided into two. Adams, M., Blumenfeld, W. J., Catalano, D.C. J., et al (Eds). Readings for diversity and social justice. (pp. 128-131). Routledge.

In this essay, author Quique Aviles blends prose and poetry to discuss his dynamic relationship with learning and speaking English. The narrative is interrupted with brief pieces of poetry and broken down into three phases, describing how English can be hopeful, curious, and empowering. However, he also challenges the inherent racism and xenophobia English speakers and dominant culture put forth.

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Collins, P.H. & Bilge, S. (2018). Intersectionality revisited. In Adams, M., Blumenfield, W. J.,

Catalano D. C. J., et. al. (Eds.), Readings for diversity and social justice. (pp. 22-26). Routledge.

This article discusses how intersectionality can move us past oppositional thinking into

relational thinking, allowing us to see the totality of a person or situation rather than omitting key points crucial to complete understanding.

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KARE 11 (2018, March 15).  Lessons from Lucy Laney: African American Vernacular English (Aave).

YouTube. https://www.youtube.com/watch?v=9iVOZ_-Xwrc&list=LL&index=17&t=33s.

This video clip comes from a KARE 11 news story about Lucy Laney Elementary school in Minneapolis, Minnesota. The clip focuses on how the school’s teachers and administrators are choosing to uplift and empower students by embracing their authentic speech. The clip features interviews with students, teachers, and administrators regarding the topic of African American Vernacular English in the classroom.

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National Stuttering Association. (n.d.). Myths about stuttering.

https://westutter.org/myths-about-stuttering/.

The National Stuttering Association created this website to address common misconceptions regarding people who stutter. They also share resources about workshops and groups to connect with locally and nationally.

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Reitzes, P. (2006, August 21). Stuttering well: the clinicians use of positive language. Minnesota State

University. https://www.mnsu.edu/comdis/isad9/papers/reitzes9.html.

Peter Reitzes is a speech-language pathologist who explores “positive and productive language options” for clinicians who work with people who stutter. He also includes critique and suggestions for clinicians, teachers, and parents who support students who stutter.

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In our presentation, we discussed some of the ways in which linguicism and ableism intersect. People who stutter, people who are deaf, and people who experience hearing loss may face discrimination within schools and work. Take a moment to consider how you may challenge myths about stuttering, or will work to explore "positive and productive language options" in your school environment (Reitzes, 2006).

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Once you enter the breakout rooms, you’ll find one of the other three presenters in the room with you, ready to guide you through a discussion about addressing linguisticism in the classroom.

Step 1: Find your question based on your breakout room number.

Step 2: Read the key points section posted under your question. This will give you a brief, but helpful review of info related to your room's question.

Step 3: Share your thoughts on the question aloud with your presenter and your group. Comment on other people's thoughts in a respectful and supportive manner.

Step 4: Click the plus sign beneath the key points to your question to create a space for you to summarize your thoughts on the question that you discussed with your group.

Step 5: Feel free to like or comment on other group members' comments.

Step 6: After 7 minutes we will return to the main room to share our ideas for teaching strategies that combat linguisticism with the whole class.

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Sue, D. W. (2018). Introduction. Microaggressions and Marginality: Manifestations, Dynamics, and

Impact. In Adams, M., Blumenfield, W. J., Catalano D. C. J., et. al. (Eds.), Readings for diversity and social justice. (pp. 22-26). Routledge.

The article defines the term, microaggression; provides examples of it based on the minority group being targeted; and divides it into the subcategories of microassaults, microinsults, and microinvalidations. It also explores some of the difficulties of responding to a microaggression and the consequences of not responding.