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?

"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?

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?

 

 

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"?

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? 

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? 

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)

  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?

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?

 

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? 

 

 

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? 

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? 

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? 

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 

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?