This literature review synthesizes scholarship on standard language ideologies in college writing programs and the theories and pedagogies being proposed to disrupt such ideologies. Findings include a tension between belief and action, or that professors' awareness of language diversity does not translate into changes in pedagogy. This is due to…

Purpose: Ideologies are like rocks onto which individuals and institutions anchor their thoughts about what it means to be an "ideal language user" and what "standardized languaging" is. These deeply ingrained beliefs, influenced by colonial legacies and sociopolitical contexts, invisibly enforce a hierarchical order between…

This project explores the recent paradigm shift within Writing Studies toward a translingual pedagogical approach, situating many of the critiques of this approach as limitations produced by dominant liberal models of Writing Studies pedagogy. Taking up Vershawn Ashanti Young and Frankie Condon's call to move toward a more anti-racist translingual…

For educators committed to promoting social equity, the question of how to address dialect hegemony is increasingly important. While linguists have long accepted the concept of dialect equality, educators have struggled with the issue, sparking a history of controversy and debate underscoring larger social issues of diversity and equity. For…

We examine learning as movement as a utopian methodological approach that reorients how we shape and understand literacy learning ecologies with youth who are racialized as non-white. Understanding linguistic practice as integral to learning, and to common beliefs of what it means to be human, we consider how static notions of language are…

In this exploratory study, we adopt corpus linguistic methods to quantify, contextualize and investigate race in translingual scholarship in US writing and rhetoric studies over the past decade. Results indicate that while race is mentioned minimally in the corpus, in instances where it is mentioned many scholars pay attention to…

Language-in-education research can contribute to transformative progress toward educational equity and excellence. Although this assertion is likely uncontroversial within the field of language in education, agreeing on which types of research lead to which transformative progress is much less straightforward. The thought-provoking commentaries on…

Children come to school with the language of their families and communities. For many children, this means that they speak a nonstandard dialect, an English dialect not used as the primary means of instruction in schools. Examples of dialects include African American English (AAE; i.e., Ebonics), Hawaiian Creole, Hispanic English, and Southern…

Describes research in which 28 black parents and community people were polled as to their attitudes toward vernacular and standard Black English. Attitudes were assessed in four domains--school, home, community and playground--and in four channels--reading, speaking, writing and listening. Standard Black English was preferred in all domains and…

This paper focuses on the roles and functions that English based vernaculars play in contemporary society and reviews literature pertinent to that topic. Areas considered include (1) societal behavior toward language, (2) language as a group marker, and (3) the contextual parameters of language use. In the discussion of societal behavior toward…

The assessment of teacher attitudes toward nonstandard dialects in the classroom is the major focus of this research. A Black English attitudes test was developed consisting of the "Black English Speech Varieties Attitude Test" and the "Black English Teacher Attitude Scale." The speech varieties test measures attitudes toward standard and…

The Black English tests for students attempt to provide a complete picture of a Black child's language proficiency, including the child's relative proficiency in the standard and vernaculary forms of speech. Three different tests, which can be taken separately, are included in this manual. The "Discrimination Test" measures the ability to…

Argues that a study of dialects, language attitudes and biases, and issues of power related to language policies should be part of courses for preservice English teachers. Describes class activities that deal with investigating language attitudes, validating linguistic variation, validating all dialects, understanding the politics of language, and…

Sociolinguistic studies of spoken Arabic show at least three varieties at different levels of prestige: (1) Modern Standard Arabic (MSA); (2) regional standard with local prestige; and (3) vernacular varieties. The social function of the local prestigious nonstandard features can override the influence of the prestige of MSA. (Author/LMO)

This study measured pupil and teacher attitudes toward language variation in a bilingual Spanish/English environment; attempted to determine whether teacher attitudes could be changed in workshops dealing with sociolinguistic concepts of speech variation; and attempted to determine whether teacher and pupil attitudes have a relation to pupil…