Linguistic Belonging

• In Event: Considering the Complex Identities of Our Student Populations

Abstract

Different people speak differently, and interactions about language can be critical in school. This paper introduces the idea of linguistic belonging—the degree to which one sees oneself as valued and included based on teachers’ attitudes about one’s language—and details how learning standardized English in school impacts students’ linguistic belonging. Relatively little research looks at how individuals describe experiences with language and belonging specifically, and none focuses on community college students. This study illuminates community college voices through in-depth interviews. The findings suggest that linguistic belonging is powerful and dramatically impacted by teachers. Understanding how teachers influence students’ linguistic belonging may prove vital as we consider transforming our pedagogical practices with regard to historically underserved students.

Author

• Lisel Alice Murdock-Perriera, Stanford University