World Englishes, translingualism, and racialization in the US college composition classroom

Datos Bibliográficos

ID2293932
AutoresEunjeong Lee (0000-0002-2310-5935, Department of English Queens College, City University of New York USA, autor de correspondencia), Sara P Alvarez (Department of English Queens College, City University of New York USA)
Año2020
Volumen39
Número2
Páginas263-274
Fecha de publicación2020-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaWorld Englishes (JOURNAL)
Identificadores de la revistaISSN: 0883-2919 • E-ISSN: 1467-971X
EditorialWiley (PUBLISHER • GB)
DOI10.1111/weng.12459
OpenAlexW3007488784
IdiomaEN
Citas recibidas8
Referencias citadas43

This paper examines the connection between language ownership and racialization as discussed in world Englishes (WE) and translingualism. WE and translingualism have expanded both epistemological and ontological spectrums in understanding how Englishes have been used, understood, and transformed in different global contexts, challenging a monolingual orientation to language and literacy. Yet, less questioned is how the very approach to various ways of 'owning' Englishes contributes to WE and translingualism's work of linguistic justice. In this regard, we argue that the issue of racialization needs to be foregrounded in these two bodies of scholarship to better account for racialized students' language practices and ownership. Situating this examination in the US college composition classroom, we discuss how the conceptualization of language ownership can extend monolingual and racializing ideologies. We conclude by calling for a more linguistically just view of language ownership as a way to undo the racial-linguistic stratification in educational contexts such as the writing classroom

Code-switching · Conceptualization · Linguistics · Political science · Race (biology · Racialization · Scholarship · Sociology · EFL/ESL Teaching and Learning · Gender Studies · Multilingual Education and Policy · Second Language Learning and Teaching