Prescriptivism, Privilege, and Power: How Standard Language Education Empowers and Devalues Learners
Abstract
In the first-year composition classroom, language and how it is taught are an important part of the curriculum. Often, the only variety of language that is valued is Standard American English, or SAE. Language change and variation is natural, and as language changes, dialects begin to develop. Although dialects are all linguistically equal and capable of meeting communicative needs, social perception of dialects divergent from SAE are often considered inferior and are expected to not be used in formal settings like the classroom. Students who speak divergent dialects, including regional dialects like Appalachian English and ethnic dialects like African American English, or AAE, are often expected to code-switch for the academic setting and stifle their linguistic diversity. This can cause linguistically diverse students to get left behind in the world of higher education. In order to combat linguistic discrimination in the classroom, instructors can implement a linguistically diverse pedagogy within first-year composition courses. This pedagogy includes instructor education; race, class, and culture talks; diverse literature representation; optional code-meshing; in addition to SAE education. Implementing a linguistically diverse pedagogy in the first-year composition classroom is a key step to dismantling educational inequity in the wide realm of higher education.
Semester/Year of Award
Fall 2021
Mentor
Sarah Y. Tsiang
Mentor Department Affiliation
English and Theatre
Access Options
Restricted Access Thesis
Document Type
Bachelor Thesis
Degree Name
Honors Scholars
Degree Level
Bachelor's
Department
English
Department Name when Degree Awarded
English and Theatre
Recommended Citation
VanWay, Kaitlyn A., "Prescriptivism, Privilege, and Power: How Standard Language Education Empowers and Devalues Learners" (2021). Honors Theses. 861.
https://encompass.eku.edu/honors_theses/861