Understanding Self and Other Through Language: Linguistic Autobiographies of White, English-Dominant Middle School Students (Poster 22)

• In Event: AERA Poster Session Friday 3:20 p.m.
  In Poster Session: Division G: Section 2 Poster Session

Abstract

This study examined the impact of a culturally responsive sociolinguistics curriculum in fostering critical language awareness among White, English-dominant middle school students. Through discourse analysis of students' linguistic autobiographies, the findings reveal that students perceive their Whiteness and English dominance as lacking culture or linguistic heritage, and they value multilingualism for its individualistic and pragmatic benefits. They often overlooked the historical processes shaping their English dominance. However, through the CRP approach of the curriculum, students were able to employ sociolinguistic concepts to articulate insights into language as a form of power and privilege associated with speaking English, while also applying these concepts to other social inequities. We discuss implications for education and research.

Authors

• Abigail Welch, University of California - Santa Barbara

• Samantha Harris, University of California - Santa Barbara

• Sarah Ahlers, Santa Barbara Unified School District

• Jin-Sook Lee, University of California - Santa Barbara