Teaching World Englishes to Undergraduates in the US
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Editor's Notes
Multilingualism is the norm
Due to the contribution of WE studies, many taken-for-granted notions in SLA were challenged. NS-NNS is divided based on prejudice. NS is those who speak the most privileged, dominant, mainstream forms of English; NNS is the one who speak less powerful varieties.What people believe to be “standard English” tends to be associated with an unaccented, non-stigmatized variety of English that is spoken by the white middle class that have received superior education. Although I am using the terms NS/NNS, standard English, I am aware that those terms are highly questionable. I do not want to perpetuate the unequal social constructs, but at the same time I have no alternative at this moment. I used the word “multilingual” in my classroom because I wanted to empower students who are normally marginalized in english composition as well as to include NSs; but because I also have students who only speak the more privileged form of English, such word “multilingual” sometimes gain negative connotation, and may create a dichotomy bt NS and NNS in my classroom. I will talk about this later.
“WE” is used in its narrow sense. NS means people who speak mainstream NS English. Example: Youtube video “Asians in the library-UCLA girl going wild on Asians”
Freshmen composition often ignores linguistic diversity, or is under-prepared to address this issue: e.g. directing students to the writing centers. This course adds to the efforts of challenging an ideal monolingualism in English composition.
Multilingual means students who speak more than one varieties of English: American students that speak AAVE, immigrant students whose parents speak EFL; international students. NS students are those who speak mainstream American/british English. I have more immigrant/international Ss—some of them chose my class intentionally.
Ss’ reactions are different, dynamic, and situated. The data analysis is still on-going, but there are several recurring themes that emerged.
By NS students.They came to such conclusion after class discussion and activity on Englishes they use in their daily lives.
By NS
Stories of struggles and shame for not being able to speak standard English, usually told by immigrant and international students. . They are usually the ones that are most resistant to acknowledge the value of non-mainstream varieties. Under the monolingualism ideology, Ss are ashamed of their non-English language or non-mainstream English. They aspire to the power of standard English.At least this course provides them a safe place to articulate their struggles. To some, they were able to re-position themselves as multilinguals later on.
Ss focus on the fact that they don’t speak English natively, rather than they speak multiple languages.Partly due to my language use and presentation of materials (lack of good example of WE speakers)
International/immigrant students were empowered Because I was trying to value multilingualism, NS students may feel disempowered: challenges in class and about gradesCanadian: “I am multilingual too, no discrimination here.”NS: “she should not favor students who have trouble with their English.”
Heritage learners, although labeled as “multilinguals,” are frustrated of not being true multilinguals.
–Kubota 2001“There is a general misconception that anyone can quickly acquire native-like proficiency in a second language when immersed in a second language environment. However, research indicates that the acquisition of academic language skills in a second language is a long process (e.g., Cummins, 1981; Thomas and Collier, 1997). Furthermore, for those who start learning the language after puberty, the attainment of native-like proficiencies tends to be more difficult than for younger learners
This helps them to generate a complex claim about bilingual edu vs English only in their MP.
In order to avoid challenges from students about my legitimacy as an English teacher, I was trying to remain neutral. But at times I use “we” to embrace immigrant/international students. Other times I say “they” as trying to avoid talking about myself.
The class theme generates challenges in students writing. I avoid responding to him personally but choose to respond as a writing teacher. I also corrected a spelling mistake.But in general, my teaching eval is excellent.
I came from China, Wuhan, han ethnicity, only speak standard Mandarin. My dad is a teacher and he thinks wuhan dialect is stigmatized. We rarely interact with English speakers and have a very stereotypical view of native english speakers. Since coming to US my minority racial identity became salient, then I realize the importance of knowing cultural/linguistic diversity. Although I have learned a lot about diversity since I came to US and went through MATESOL, it is through teaching American undergraduates WEs that I have really experienced the cultural and linguistic diversity. I am from TESOL, the majority of the TAs in English are not. Difficult to develop course materials. Hypocritical: WE for informal settings, ME for academic writings.