VALUE
Students' Right to Their Own Language
A Critical SourcebookFirst Edition ©2015
Students’ Right to Their Own Language collects perspectives from some of the field’s most influential scholars to provide a foundation for understanding the historical and theoretical context informing the affirmation of all students’ right to exist in their own languages. Co-published with t...
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Exploring the impact of the 1974 CCCC language rights statement
Students’ Right to Their Own Language collects perspectives from some of the field’s most influential scholars to provide a foundation for understanding the historical and theoretical context informing the affirmation of all students’ right to exist in their own languages. Co-published with the National Council for Teachers of English, this critical sourcebook archives decades of debate about the implications of the statement and explores how it translates to practical strategies for fostering linguistic diversity in the classroom.
"An innovative volume that provides the first central repository for scholarship on SRTOL and its impact on writing pedagogy."—David Cassels Johnson, University of Iowa"Finally, a book that shows how the SRTOL Resolution speaks to profound issues in the field—a book that helps us reorient our classrooms toward a moment rich in historical meaning and profound in the scholarly insights it provides."—Steve Parks, Syracuse University
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Table of Contents
ContentsForeword Introduction Understanding the Complexities Associated with What it Means to Have the Right to Your Own Language Part One: Foundations 1 Students’ Right to Their Own Language CONFERENCE ON COLLEGE COMPOSITION AND COMMUNICATION COMMITTEE 2 CCCC’s Role in the Struggle for Students’ Language Rights GENEVA SMITHERMAN3 The Students’ Right to Their Own Language, 1972-1974 STEPHEN PARKS4 The Students’ Right to Their Own Language: Its Legal Basis LAWRENCE D. FREEMAN5 In Response to the Students’ Right to Their Own Language ANN E. BERTHOFF AND WILLIAM G. CLARKPart Two: The Politics of Memory: Linguistic Attitudes and Assumptions Post-SRTOL 6 Linguistic Memory and the Politics of U.S. EnglishJOHN TRIMBUR7 Students’ Right to Their Own Language: A Retrospective GENEVA SMITHERMAN8 Students’ Right to Their own Language: A Counter-Argument JEFF ZORN9 No One Has a Right to His Own Language ALLEN N. SMITH10 Race, Literacy, and the Value of Rights Rhetoric in Composition StudiesPATRICK BRUCH AND RICHARD MARBACK Part Three: The Special Case of African American Language 11 African American Student Writers in the NAEP, 1969-88/89 and "The Blacker the Berry, the Sweeter the juice" GENEVA SMITHERMAN12 Students' Right to Possibility: Basic Writing and African American Rhetoric KEITH GILYARD AND ELAINE B. RICHARDSON13 "I Want to Be African": In Search of a Black Radical Tradition/African-American- Vernacularized Paradigm for "Students' Right to Their Own Language," Critical Literacy, and "Class Politics" CARMEN KYNARD14 Writing, Rhetoric, and American Cultures (WRA) 125—Writing: The Ethnic and Racial Experience STACI PERRYMAN-CLARK Part Four: Pluralism, Hybridity, and Space 15 The Place of World Englishes in Composition: Pluralization ContinuedA. SURESH CANAGARAJAH 16 "They’re in My Culture, They Speak the Same Way": African American Language in Multiethnic High Schools DJANGO PARIS17 From ‘Bad Attitudes’ to (ward) Linguistic Pluralism: Developing Reflective Language Policy among Preservice Teachers GAIL OKAWA Part Five: Critical Language Perspectives and Reimagining SRTOL in Writing Classrooms 18 Myth Education: Rationale and Strategies for Teaching against Linguistic Prejudice LEAH ZUIDEMA19 Pedagogies of the ‘Students’ Right’ Era: The Language Curriculum Research Group’s Project for Linguistic Diversity SCOTT WIBLE20 From Language Experience to Classroom Practice: Affirming Linguistic Diversity in Writing Pedagogy KIM LOVEJOY, STEVE FOX, AND KATHERINE V. WILLS21 The Reflection of "Students’ Right to Their Own Language" in First-Year Composition Course Objectives and Descriptions STUART BARBIER22 Critical Language Awareness in the United States: Revisiting Issues and Revising Pedagogies in Resegregated Society H. SAMY ALIM23 Revisiting the Promise of ‘Students’ Right to Their Own Language’: Pedagogical Strategies VALERIE KINLOCHPart Six: Lingering Questions 24 What Should College Teach? Part 3 STANLEY FISH25 What if We Occupied Language? H. SAMY ALIM 26 Where Do We Go From Here?ARNETHA F. BALL AND TED LARDNER
Authors
Staci Perryman-Clark
Staci Perryman-Clark is an assistant professor of Rhetoric and Writing Studies in the Department of English at Western Michigan University, where she also directs the First-Year Writing Program. Her work focuses on creating culturally-relevant pedagogies and curricular designs to support all students' expository writing practices. Her published work currently focuses on designing alternative curricular models for undergraduate and graduate courses. Her recent publications include journals published in Composition Studies and Composition Forum, WPA: Writing Program Administration, with forthcoming publications in Pedagogy and Teaching English in a Two-Year College (TETYC). She has received national honors from both the Ford Foundation and Conference on College Composition and Communication.
David E. Kirkland
David E. Kirkland is an assistant professor of English Education at New York University. His scholarship explores the intersections among youth culture and identity, language, literacy, and power, and urban education. He has utilized critical approaches to qualitative educational research (including critical ethnography and critical discourse analysis) to understand literacy in the lives of a group of urban adolescent Black males. He examined closely the literate lives of young Black men, their language practices and participation structures within wider social and cultural fields that exist beyond school contexts. His work has been featured in several academic publications, including Reading Research Quarterly, Research in the Teaching of English, English Education, and English Journal. His current research examines the literate construction of digital iDentities among urban youth participating in online social communities, its impact on youth culture and subjectivity, and its reconfiguring of race and gender.
Austin Jackson
Austin Jackson is an assistant professor in the Residential College in the Arts and Humanities at Michigan State University. His research and teaching interests include writing and rhetoric, African American Language and literacy, and qualitative research in English education. He serves as Director of the My Brother’s Keeper’s Program, a mentoring program for middle school students attending the Paul Robeson - Malcolm X Academy (K – 8th grade) in Detroit, MI. He has co-authored several publications exploring links between critical approaches to writing pedagogy and student participation in contemporary struggles for critical democracy.
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