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What are your "sly" practices/ strategies to support students?

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Report shared by Sara Humphreys and Loren Gaudet

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Report shared by Sara Humphreys and Loren Gaudet

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Writing & power: Positions and policies for social change

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Academia – including universities, colleges, and funding agencies – privilege and value a certain meta genre, or overarching kind, of writing above all others: academic writing. Yet, academic writing is all too often part of the “hidden curriculum” or lessons and habits that students gain as part of tacit learning, role modeling, and internalizing (sometimes damaging) assumptions. Moreover, because this learning is often occluded, it can reproduce assumptions about “good” writing that are based on normalized whiteness and colonial frameworks. Academic writing professionals and administrators need accessible position statements, policy briefings, and resources to draw from so that they can create equitable, inclusive, and anti-oppressive academic writing praxes. To meet these goals, our team held a series of virtual workshops in the fall of 2024 that invited keynote interviewees who are empowering students from marginalized and colonized populations to express their ways of knowing in academic contexts. In total, we interviewed 16 experts working in various areas of anti-oppressive academic writing praxis and over 40 workshop participants shared how they are challenging and dismantling systems of oppression often entrenched in academic writing. In addition to the Social Sciences and Humanities Research Council, we are indebted to the workshop participants, interviewees, the Island Deaf and Hard of Hearing Centre (IDHHC), Danica Paul (Knowledge Keeper and Ləkʷəŋən youth from the Songhees Nation) – who provided land acknowledgment and welcome for all the workshops – the technical support workers, Faculty of Humanities (especially the Research Office), and cleaning staff at the University of Victoria for making these workshops, and therefore this project, possible.

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ISP100 Readings "Writing for University and Beyond" 

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ISP100 Readings "Writing for University and Beyond" 

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Key takeaways from Blaauw-Hara's session

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Key takeaways from Blaauw-Hara's session

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Not focused exclusively on reading across languages, but some content in the following may be of interest in terms of expanding knowledges in international education research: Caliskan, O., & Oldac, Y. I. (2025). Internationalization of Higher Education: Science Mapping the Knowledge Base (1929–2022). Journal of Studies in International Education, 0(0). https://doi.org/10.1177/10283153241307969

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How do you address crosslingual competence as learning objectives in a course that includes both multilingual students and English-dominant monolingual students?

How to make crosslingual assessment in a FYC relevant for Non-pluralinugal students?

I heard the term 'translation tax'; can you please discuss this further?

When it comes to translation studies, do you recommend going into the technical translation theory concepts like dynamic equivalence, and all the other concepts you have mentioned?

My question is how to pursue crosslinguistic literacies approach in writing classes (say by including readings in other languages) when English also dominates the world of publication? That is, the majority of articles, textbooks, etc. are in English since English dominates the linguistic market?

How do we assess evidence of crosslingualism?

Becuase standard langauge ideology is both so strong and pervasive, particulary in first-year writing pedagogy, what kind of faculty professional development (or other means) did you use to cultivate buy-in among the faculty teaching this class?

How can we balance teaching academic English to help students build academic writing skills while also helping them recognize and reflect on the harms of monolingualism and standardized English? Could you share any classroom activities that support this?

Regardless of the anecdotal evidence that code meshing may facilitate writing tasks, evidence suggests that it results in an increase in the linguistic processing load. How would you address the challenges code meshing may present to learners, especially those with lower English proficiency?

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Authentic task with real community connections; cross linguistic boundaries; assessment values crosslinguistic work; and prepares students for both plurilingual and subject specific expertise...

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Acknowledging cross lingual practices as a "powerful" strategy, but often "overlooked or ignored"

"Legitimize and destigmatize work in writing, language, and disciplinary practices"

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What is your take on the threshold concepts pedagogy? How do you think they are impacted now that as you said our students are learning to write with AI?

Writing as commodity may be perceived as a pejorative one. What is your view on AI’s role in linguistic empowerment for marginalized and financially impoversihed students?

I see parallels with the commodification of language and the (ongoing) history of extractive economies in Canada. Int'l Ss are still seen as an economic resource rather than our future neighbours, be they local or global.

I'm wondering about your thoughts regarding the commodification of writing before the invention of AI. This seems to me to be a problem that has already been with us for some time. Do you have any recommendations for work or scholarship that maybe addresses the commodification of writing before our current AI moment?

Listening to today's speakers, I've been wondering how Canadian post-secondary institutions can support linguistic diversity and equity. Thinking of Dr. Ahmed's talk, I wonder how the commodity structures of higher ed. make the gift of language and relational interactions more difficult. For Dr. Ahmed: How would you like to see the university structure change?

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From Anwar Ahmed's talk -Writing as Relational and Civic

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From Anwar Ahmed's talk -Writing as Relational and Civic

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Writing as a relational act... establishing relation with readers and with each other, as part of civic discourse... Loss of relational dimension impacts linguistic citizenship: A technological challenge

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Some thought provoking questions from the Speaker Series (1)

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Some thought provoking questions from the Speaker Series (1)

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Dr. Young’s talk has really brought up a lot of questions. I’ll try to be clear. In Toni Morrison’s Nobel Prize speech, she talks about tongue poison - if we are steeped too long in speech acts that hurt and poison, the speaker becomes poisoned too. To me, white Canadian rhetorics are saturated in tongue-poison. Standard Academic English in Canada is completely based on gate-keeping. Many instructors are given course materials they must teach that centre SAE. Many university leaders believe SAE is crucial. How might contract instructors and writing centre staff push back when they still need to pay the rent? Again, thank you for this amazing talk!

From my understanding, code-meshing is not only about the language we use, but also about who gets to code-mesh and who is seen as legitimate when doing so. While a credentialed professor may be praised for blending varieties of English, a student, especially one from a marginalized background, might be viewed as lacking academic literacy when doing the same.

This leads me to my question: if we don’t address the systemic bias that prioritizes standardized English, could code-meshing unintentionally reinforce stereotypes or further disadvantage marginalized students?

Can't help but think that profs who encourage SAE in the classroom have asked for ChatGPT by promoting uniformity in the classroom. These same folks are paradoxically horrified by its usage. Sounds like Dr. Vay's code-meshing and SIC model are the antidote to AI generated writing.

How can families without access to advanced technology still engage in developing critical AI literacies at home?

How can we approach kin literacies and bring them into the classroom in a trauma informed way? Thinking about students who are orphaned, grew up in foster care, and students (such as many queer and trans studnets) who are estranged from their families of origin.

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Social Justice Pedagogies for Multilingual Learners - Values, Capital, and Academic Hegemonies

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Social Justice Pedagogies for Multilingual Learners - Values, Capital, and Academic Hegemonies

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Laura's Resource: Example of published student work

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Laura's Resource: Example of published student work

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I Bet You Don’t Know What’s Really in Black Cake:
The Rhetorics of Trinidadian Black Cake and Recipe

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In a food blog-style post, I reflect on my own connection to black cake – a liquor soaked fruit cake born from the enslavement of African people in the Caribbean – while examining the cultural and food rhetorics around this delicacy to understand how the tragic meaning of black cake has evolved into a joyous one: for eating and sharing with family during the holiday season. Using the historical context as a footing for my exploration, I draw on additional scholarship and a short story to note how food intersects with identity and power. From black cake’s rhetorically ironic ingredients – sugar and rum – and its black colouring, to the newer holiday associated “unmeaning” of black cake that stems from intergenerational relationships in a globalizing world, I decode the colonial and post-colonial information found within black cake. Hungry for more? Find my mother’s black cake recipe listed at the end.

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Contents

Show All Contents Hide All Contents

1. Accessibility Statement

2. Overview

3. Acknowledgements

4. Introduction

5. Section 1: Inform - Locating Self and Practice

6. Section 2: Include - Exploring Indigenous Worldviews and Pedagogies

7. Section 3: Integrate - Ethical Approach and Relational Protocols

8. Section 4: Infuse - Building an Indigenized Practice

9. Conclusion

10. Additional Resources

11. References

12. Glossary of Terms

13. Appendix A: Adapting this Guide

14. Versioning History

Book Information

Book Description

A Guide for Teachers and Instructors is part of an open professional learning series developed for staff across post-secondary institutions in British Columbia. These guides are intended to support the systemic change occurring across post-secondary institutions through Indigenization, decolonization, and reconciliation.

Authors

Bruce Allan, Amy Perreault, John Chenoweth, Dianne Biin, Sharon Hobenshield, Todd Ormiston, Shirley Anne Hardman, Louise Lacerte, Lucas Wright, and Justin Wilson

License

Pulling Together: A Guide for Teachers and Instructors by Bruce Allan, Amy Perreault, John Chenoweth, Dianne Biin, Sharon Hobenshield, Todd Ormiston, Shirley Anne Hardman, Louise Lacerte, Lucas Wright, and Justin Wilson is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

Subject

Indigenous peoples

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Pulling Together: A Guide for Teachers and Instructors - Open Textbook

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Show All Contents Hide All Contents Accessibility Statement Overview Acknowledgements Introduction Section 1: Inform - Locating Self and Practice Section 2: Include - Exploring Indigenous Worldviews and Pedagogies Section 3: Integrate - Ethical Approach and Relational Protocols Section 4: Infuse - Building an Indigenized Practice Conclusion Additional Resources References Glossary of Terms Appendix A: Adapting this Guide Versioning History A Guide for Teachers and Instructors is part of an open professional learning series developed for staff across post-secondary institutions in British Columbia.

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Strategic Equity and Anti-Racism Framework - UBC Equity & Inclusion Office

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Endorsed by UBC’s leadership, the Strategic Equity and Anti-Racism (StEAR) Framework guides the university’s approach to implementation of equity and anti-racism priorities and evaluation of progress. Context Introduced in 2023 by the Associate Vice-President, Equity and Inclusion (AVPEI), the StEAR Framework is a community-engaged, data-informed, action-oriented and accountability-driven planning tool developed to guide the implementation […]

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Linguistic Equity in First-Year Writing: A Decolonial Framework

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Marshall, S., Alhannash, M., & Masoumi Mayni, S. (2024). Reflecting on linguistic landscapes during decolonizing times: A case from Canadian higher education. In E. Krompák & D. Gorter (Eds.), Educational Agency and Activism in Linguistic Landscape Studies (pp. 195-228). Peter Lang. Role: lead author with graduate students

Marshall, S., Moore, D., & Himeta, M. (2021). French-medium instruction in Anglophone Canadian higher education: The plurilingual complexity of students and their instructors. Canadian Journal of Applied Linguistics, 24(1), 181-204.

Marshall, S. (2020). Applying plurilingual pedagogy in first-year Canadian higher education: From generic to scientific academic literacy. In S. Lau & S. Van Viegen (Eds.), Plurilingual Pedagogies (pp. 253-270). Springer Language Education and Linguistics Series.

Marshall, S. (2020). Understanding plurilingualism and developing pedagogy: teaching in linguistically diverse classes across the disciplines at a Canadian university. Language, Culture and Curriculum, 33(2),142-156. In a Special Issue edited by S. Preece & S. Marshall for Language, Culture and Curriculum: Plurilingual approaches to teaching and learning in Anglophone higher educational settings.

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Professor, Faculty of Education
Associate Dean, Research and International

**Note: currently not accepting new PhD students.**

My research focus: applied linguistics and second language education

Plurilingualism and academic literacy

I have spent many years doing collaborative research on the learning experiences of English as an additional language (EAL) students in English for academic purposes (EAP) and academic literacy classes, as well as classes across the disciplines, in higher education. I am particularly interested in plurilingual/international students' sense of belonging, identities, and use of languages other than English (e.g., Mandarin, Cantonese, Korean, and Punjabi) as tools for learning. Additionally, I have researched instructors' pedagogical responses to cultural and linguistic diversity in their classes.

My research also includes a large-scale impact assessment of a first-year academic literacy/EAP program, comparing post-program GPA and retention rates of 80,000+ students, focusing on four different modes of assessment, in collaboration with SFU Institutional Research and Planning.

Language teachers' professional development

As part of my Associate Dean role, I work with global partners to design and host professional development programs for teachers working in schools and in higher education. In my related research, I have analyzed the experiences of language teachers from Japan, Taiwan, and several southeast Asian countries who have taken professional development programs in Canada; I collect and analyze data through post-program site visits, interviews, and analysis of reflective narrative writing. Key areas of focus are understanding pedagogy in different cultural contexts, teachers' professional identities, and issues related to applying knowledge post-program (opportunities and constraints).

Latin American migration: Catalonia and Japan

A recurring theme in my research dating back to my doctoral studies has been the languages and identities of Latin American migrants. The focus of my doctoral research was on the languages and identities of Spanish-Speaking Latin Americans in Catalonia, particularly in relation to learning (or not learning) Catalan. More recently, I have been researching how ethnic Japanese Nikkei Latin Americans combine Spanish, Portuguese, and Japanese in their daily lives and between generations in Japan.

Linguistic landscapes

I am currrently researching the Portuguese language in Japanese society, studying how the presence of Portuguese in linguistic landscapes represents the marketing of an exotic past, particularly in and around the Nagasaki region, as well a response to Brazilian Portuguese as a new heritage language. My other related studies have focused on three areas: the educational potential of linguistic landscape activities in graduate studies as a way to engage critically with multilingual communities, public pedagogy during the COVID-19 pandemic, and the linguistic landscapes of university spaces.

Other things

I also write EAP textbooks, and am the author of Advance in Academic Writing 1 & 2, and Grammar for Academic Purposes 1 & 2, published by TC Media ELT (previously Pearson), Montreal.

And finally, I have a YouTube Channel - OnScreen Academy. The channel offers free-access short screencast videos on English language and academic writing, and has received over 280,000 views from students around the world. Here is the link: https://www.youtube.com/channel/UCKmMdQxeZJxzHDl6z528Q2A

Faculty of Education Research Hub

To learn about Faculty of Education research and my work with colleagues in the Faculty's Research Hub, please click on the following link: https://www.sfu.ca/education-research-hub.html

Selected Presentations

Nikkei Latin Americans in Japan

Marshall, S. & Himeta, M. (June, 2024). From marketing the exotic past to supporting a new heritage language: Mapping the linguistic landscape of Portuguese in Japan. Sociolinguistics Symposium 25, Curtin University, Perth, Australia.

Marshall, S., Himeta, M., Shao-Kobayashi, S., & Dos Santos, P. (June, 2024). Language, migration, and ethnolinguistic Others? The plurilingualism and identities of Nikkei Latin American Japanese in Japan. Sociolinguistics Symposium 25, Curtin University, Perth, Australia.

Marshall, S. (Jan, 2024). Invited Plenary Speaker. Researching plurilingualism in Latin American migrants' families: Methodology, epistemology, and ethnolinguistic otherness. Exploring New Directions in Family Language Policy: Contexts, Methods, and Perspectives. Universidad de Castilla La Mancha, Ciudad Real, Spain.

Selected Publications

Plurilingualism and Education

Marshall, S. (2020). Understanding plurilingualism and developing pedagogy: Teaching in linguistically diverse classes across the disciplines at a Canadian university. Language, Culture and Curriculum, 33(2), 142-156.

Marshall, S., & Moore, D. (2018).Plurilingualism amid the panoply of lingualisms: Addressing critiques and misconceptions in education. International Journal of Multilingualism, 15(1), 19-34.

Language Teachers' Professional Development

Marshall, S. & Amburgey, B. (2024). Challenges faced by Japanese English teachers applying knowledge after study abroad. In K. Beck & R. Ilieva (Eds.) Language, Culture, and Education in an Internationalizing University: Perspectives and Practices of Faculty, Students, and Staff (pp. 129-146).Bloomsbury.

Marshall, S., & Spracklin, A. (2022). "We are in our country. Why do we have to resort to western ways of doing things?": an analytic framework for knowledge application in language teachers studying abroad. Educational Linguistics, 1(2), 267-289.

Multilingual Students and Academic Literacy

Marshall, S., Heng Hartse, J., Fazel, I., & Son, G. (2023). Remote learning and first-year academic literacy during the COVID-19 pandemic: Interaction and collaborative learning among EAL students. TESL Canada Journal, 40(2), 1-18.

Marshall, S., & Walsh Marr, J. (2018). Teaching multilingual learners in Canadian writing-intensive classrooms: Pedagogy, binaries, and conflicting identities. Journal of Second Language Writing, 40, 32-43.

Marshall, S. (2009). Re-becoming ESL: Multilingual university students and a deficit identity. Language and Education, 24(1), 41-56.

Linguistic Landscapes

Li, J., & Marshall, S. (2020). Engaging with linguistic landscaping in Vancouver's Chinatown: A pedagogical tool for teaching and learning about multilingualism. International Journal of Bilingual Education and Bilingualism, 23(8), 925-941.

Marshall, S. (2023). Navigating COVID-19 linguistic landscapes in Vancouver's North Shore: Official signs, grassroots literacy artefacts, monolingualism, and discursive convergence. International Journal of Multilingualism, 20(2), 189-213.

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FLO Friday: Assessment Strategies for Linguistic Justice (2023-02-24)

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*Note: This session has passed. Please view the resources and recordings below. In the past two years, linguistic justice, or the decolonization of language, has emerged as an important dimension for equity and inclusion. In this workshop, our facilitators will use context-specific examples to

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Social Justice Pedagogies: Resources (4)

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Social Justice Pedagogies: Resources (4)

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Swales, J. (1996). Occluded genres in the academy. Academic writing, 45, 58.​

Walsh Marr, J. (2019). An English Language Teacher's Pedagogical Response to Canada's Truth and Reconciliation Commission. New Directions for Teaching and Learning, 2019(157), 91-103. ​

Walsh Marr, J. (2021). The Promise and Precarity of Critical Pedagogy in English for Academic Purposes. BC TEAL Journal, 6(1), 132–141. https://doi.org/10.14288/bctj.v6i1.449​

Walsh Marr, J. (2023). Ideal Types and Ideal(ized) students in Internationalized Post-secondary Pedagogy. Comparative and International Education. 51(2), 99-109.​

Walsh Marr, J. & Lynch, S. (forthcoming). “Reading like writers”: Using SSGP to renovate an EAP writing curriculum.  In S. Dreyfus, J. Donohue and E. Purser (Eds.), Teaching academic writing in universities around the world: a genre-based approach. Palgrave​

Walsh Marr, J, Lynch, S., Tervit, T. (2021). Defining with purpose: connecting lexicogrammatical features to textual purpose in authentic undergraduate texts. TESOL Quarterly 55(4), 1092-1101. http://doi.org/10.1002/tesq.3081​

Walsh Marr, J. & Tan, S. (under review). Communities of Inquiry through Social Annotation: Building academic literacies at a distance.​

Wang, Z. (2025). Public Writing in a Second Language.  Paper presented at American Association of Applied Linguists Denver, CO

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Authors: Kerrie Charnley and Jordan Stouck

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Kʷu cyʕap: A locally situated Salishan tmixʷ-centered and land-based Indigenous writing guide – Simple Book Publishing

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Social Justice Pedagogies: Resources (3)

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Social Justice Pedagogies: Resources (3)

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Marshall, S., & Walsh Marr, J. (2018). Teaching multilingual learners in Canadian writing-intensive classrooms: Pedagogy, binaries, and conflicting identities. Journal of Second Language Writing, 40, 32-43.​

Martin, J. L & Walsh Marr, J. (2024).   Framing the looking glass: Reflecting constellations of listening for inclusion.  In N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving pedagogy and practice with Legitimation Code Theory. Routledge.​

Murie, R., & Fitzpatrick R., (2009). Situating Generation 1.5 in the academy: Models for building academic literacy and acculturation. In M. Roberge, M. Siegal, & L. Harklau (Eds.), Generation 1.5 in college composition: Teaching academic writing to US-Educated learners of ESL (pp. 153–169). Routledge.​

Natarajan, S., Cardona, V., Bondi, J., & Yang, T. (2023). What’s on our landing page? Writing center policy commonplaces and antiracist critique. The Peer Review, 7(1).​

Osterhammel, J., & Jansen, J.C. (2019). Colonialism: History, Forms, Effects. 21st Century.​

Page, C. (2023). Academic language development and linguistic discrimination: Perspectives from internationally educated students.  Comparative and International Education, 52(2). pp-39-53.​

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Social Justice Pedagogies: Resources (2)

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Social Justice Pedagogies: Resources (2)

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Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard educational review, 85(2), 149-171.​

Gardner, S., & Nesi, H. (2013). A classification of genre families in university student writing. Applied linguistics, 34(1), 25-52.​

Inoue, A. B. (2016) Afterword: Narratives that determine writers and social justice writing center work. Praxis: A Writing Center Journal 14(1), 94-99. http://www.praxisuwc.com/inoue-141​

International English Language Testing Service.  (2019). Guide for education institutions, governments, professional bodies and commercial organisations.  Retrieved from: https://www.ielts.org/-/media/publications/guide-for-institutions/ielts-guide-for-institutions-uk.ashx?la=en​

Johns, A. M. (2019). Writing in the interstices: Assisting novice undergraduates in analyzing authentic writing tasks. In N. A. Caplan & A. M. Johns (Eds.), Changing Practices for the L2 Writing Classroom: Moving Beyond the Five-Paragraph Essay (pp. 133-149). University of Michigan Press.​

Lam, D. M. K., & Gayton, A. M. (2024). ‘6.5 sounds a bit better than 6.0?’: A case for embedding language assessment literacy in university teaching staff professional development. Higher Education Research and Development, 1-16. https://doi.org/10.1080/07294360.2024.2439854​

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Walsh-Marr- Social Justice Pedagogies for Multilingual Learners: Resources (1)

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Walsh-Marr- Social Justice Pedagogies for Multilingual Learners: Resources (1)

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Aldohon, H. (2021). Writing centre conferences: tutors’ perceptions and practices. Educational Studies, 47(5), 554–573. https://doi.org/10.1080/03055698.2020.1717931 ​

Allen, K. (2024). Beyond the word count: Using assignment sheets to promote genre awareness. Discourse and Writing/Rédactologie, 34, 283-292.​

Baba, K. (2009). Aspects of lexical proficiency in writing summaries in a foreign language. Journal of second language writing, 18(3), 191-208.​

Caplan, N. A. (2019). Asking the right questions: Demystifying writing assignments across the disciplines. Journal of English for Academic Purposes, 41, 100776. https://doi.org/10.1016/j.jeap.2019.100776​

Ferreira, L., Lyon, K., Walsh Marr, J., & Rieger, G., Mazabel, S. (forthcoming). Supporting Self-Regulated Learning across Disciplines in International Post-Secondary Education. The Canadian Journal for the Scholarship of Teaching and Learning.​

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Social Justice Pedagogies for Multilingual Learners

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Interrogating Race and Racism in Postsecondary Language classrooms

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Interrogating Race and Racism in Postsecondary Language Classrooms (Scopus Indexed) (2024):

https://www.igi-global.com/book/interrogating-race-racism-postsecondary-language/317142

“News Room—Dr. Xiangying Huo Answers Our Questions Empowering Change in Language Education”:

https://www.igi-global.com/newsroom/archive/empowering-change-language-education/6522

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Why Write?: A Guide for Students in Canada

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Academic Writing Program, University of Victoria

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Authors: Nancy Ami; Natalie Boldt; Sara Humphreys; Erin Kelly; Shailoo Bedi; Jemma Llewellyn; Monica Conners; and Loren Gaudet

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Why Write? A Guide for Students in Canada 2nd Edition – Simple Book Publishing

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Christin Wright-Taylor- Translingual Writing 

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Christin Wright-Taylor- Translingual Writing 

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Creating a Translingual Writing Bank for Laurier Students and Faculty

Translingual Writing: Your Language. Your Writing. Your Voice | Students - Wilfrid Laurier University

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Creating a Translingual Writing Bank for Laurier Students and Faculty

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Vol. 5, No. 10 (Summer 2024) Christin Wright-Taylor, Manager, Writing Services, Wilfrid Laurier University Elizabeth Clarke, Learning Consultant, Transition and Learning Services, Wilfrid Laurier U…

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1. Suresh Canagarajah and S. Micheal Luna. Multilingual academic literacies- Journal of Applied Linguistics, 2015

2. b. Melissa Lee. Shifting to the world Englishes paradigm by way of the translingual approach: Code‐meshing as a necessary means of transforming composition pedagogy TESOL Journal, 2014 - Wiley Online Library

3. Suresh Canagarajah. Negotiating translingual literacy: An enactment- Research in the Teaching of English, 2013

4. Suresh Canagarajah. Codemeshing in academic writing: Identifying teachable strategies of translanguaging - The modern language journal, 2011 - Wiley Online Library

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Examples of Codemeshed / Translingual Academic Writing

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Examples of Codemeshed / Translingual Academic Writing

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a. Gloria Anzaldua, How to Tame a Wild Tongue, The Mexico Reader, Duke University Press

b. Lee A Tonouchi. Da State of Pidgin Address, College English, Vol. 67, No. 1, Sep., 2004, Special Issue: Rhetorics from/of Color

College English, Published by: National Council of Teachers of English

c. Amy Tan,  Mother Tongue, The Threepenny Review, No. 43 (Autumn, 1990), pp. 7-8 Published by: Threepenny Review Stable URL: http://www.jstor.org/stable/4383908 Accessed: 31-01-2017 05:17 UTC

d. Vershawn Ashanti Young, “Should Writers Use They Own English?” Iowa Journal of Cultural Studies, 2010

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Vay- Resources for encouraging students to communicate in their voice without undue stress and fear

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Vay- Resources for encouraging students to communicate in their voice without undue stress and fear

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a. You cannot teach students to communicate in someone else’s voice in a writing class. This class is all about communicating in their voices

b. Writing in someone’s else’s voice breeds linguistic self-harm.

1. “Introduction” to Other People’s English

2. Ida Harris, “Code-Switching Is Not Trying to Fit in to White Culture, It’s Surviving It.”

3. Nick’s account of not using his voice in journalism. See CBC: “Is Radio Too White?”

4. They Say / I Say, Graff and Berkenstein-Graff, Chapter 9, “You Mean I Can Say It That Way?”

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Vay- Resources for designing assignments that encourage translingualism and code meshing

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Vay- Resources for designing assignments that encourage translingualism and code meshing

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a. Brian Ray’s “A Progymnasmata for Our Time: Adapting Classical Exercises to Teach Translingual Style,” Rhetoric Review , Volume 32, 2013 - Issue 2

b. See “What Are Your Thoughts” at the end of each chapter of Other People’s English and boxes labeled “Teachings Tips” within each chapter

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Vay- Reminders of the importance of moving curriculum and pedagogy in the direction of inclusion

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Vay- Reminders of the importance of moving curriculum and pedagogy in the direction of inclusion

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a. Excerpt from STROL: “Language scholars long ago denied that the myth of a standard American dialect has any validity. The claim that any one dialect is unacceptable amounts to an attempt of one social group to exert its dominance over another. Such a claim leads to false advice for speakers and writers, and immoral advice for humans.” –Students’ Right to Their Own Language (April 1974, reaffirmed November 2003, reaffirmed November 2014)

b. From linguist Rosina Lippi-Green: “To make two statements: I acknowledge that my home language is viable and adequate and I acknowledge that my home language will never be accepted is to set up an irresolvable conflict….One of these positions must be challenged or amended if the conflict is to be resolved —Rosina Lippi-Green, English with an Accent, 2012

c. From linguist Geneva Smitherman: “Tellin kids the lingo is cool but it ain cool enough for where it really counts (i.e., in the economic world) is just like tellin them it ain cool at all. If the problem is not the kid’s dialect but attitudes toward that dialect, then why not work to change those attitudes?”—Geneva Smitherman, “Response to Hunt et al.” 1974

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Vay- The Importance of Code Meshing & Translingualism ...

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Vay- The Importance of Code Meshing & Translingualism ...