Download PDFYour Move
Well, now you have a basic grasp of the prevailing options presented in the field regarding linguistic justice. You’ve got the on-and-off mode with code-switching, the blending of vernaculars and languages in code-meshing, and translingualism. They all have pros and cons, and I’ve only briefly introduced them. It’s your turn to decide your next move, but let me suggest a few variables you should consider while making a decision.
- Evaluate Your Values and Experiences: What do you want to prioritize in your classroom? What do you believe about the world’s expectations with language, and how might that impact your lessons? The Ogunniyi and O’Neil study places first-year writing instructors into three camps based on how they viewed the world’s readiness to accept language variations and how they teach their students according to that readiness. This study demonstrates that not everyone likes code-switching or is ready to fully accept code-meshing, while others are fully committed to linguistic diversity. Seeing where your predecessors have landed can help narrow down your final decision.
- Align with Institutional Goals: Outside of your preferences, don’t forget your university’s mission, goals, and standards. Likewise, what are the department’s expected outcomes for students in your class? Do they already have a diversity and inclusion statement that mentions linguistic justice? What policies are already in place? Difficulties may arise, however, if you discover that your department has a policy you disagree with or find unjust. If this does happen, and before you panic, check to see how old it is. It could be something that could be updated to reflect the current department’s standards. On the other hand, if you find their policy is up to date and you disagree with it, you’ll need to take a deeper look and find what is negotiable or in your circle of influence. Along with that, what are you willing to take a stand for, and at what cost? Combating systems of oppression has never been a fearless job, but it takes one person at a time to make a difference.
- Seek Guidance and Collaboration: If you have more specific questions, I highly recommend going to another instructor you trust and bouncing some ideas off them. Your university may also have a committee or staff member specifically dedicated to these matters who can sit down with you. While doing my research, talking to my advisor, who knew me and our student body well, helped more than any article alone could.
- Center Your Students: Finally, and in my opinion, most importantly, look to your students and find their needs. You may not see it initially, but getting to know your students, where they come from, and where they want to go can become a north star for figuring out how you advocate for linguistic justice.
When students learn the value of their voices, they begin to recognize the power of language in shaping their worlds and identities. As instructors, we can inspire them to embrace their linguistic diversity as an asset. If they don’t feel they have much linguistic diversity, our pedagogical shifts can hopefully help them appreciate others’ varieties when they encounter them in the world. No matter our rank, how far we are into our degrees, or how many times we’ve taught writing, we will always have the power to make a difference for our students. Meaningful change can start in your classroom. Hopefully, this guide is just the beginning of your impactful and promising future advocating for your students’ authentic voices.