- Oct 2024
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muse.jhu.edu muse.jhu.edu
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a dominant belief that “native English = standardEnglish = international intelligibility” (also reigning in the Anglophonecampus examined in Beirut), where students are required to conform toand reproduce putatively fixed and standardized native English speaker(NES)10 norms and criteria of correctness in their academic studies,continues to hold sway (Jenkins 2014, 122)
This is a predominate view of language even in anglophone Africa. I can confidently speak at least to my experience as a Ghanaian. Up until university, I was taught to aspire to a native-like (standard English) proficiency in speaking and writing which also equates to white-English. As an English major and a sociolinguist, I learned to deconstruct that notion. My class room experiences helped me challenge that supposed ideal of reaching 'native English' = 'Standard English'.
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English as a secondlanguage (ESL) course series until demonstrating “mastery” of learningoutcomes through passing final proficiency exams.
Doesn't UW have something like this? What do such policies mean? Are they in contrast to the translingual approach to pedagogy that we have been preaching?
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explicitly stated language policies that position English in relation to thewealth of language resources of the resident and international studentpopulations increasingly defining it
This brings me to ask, 'Does UW have an explicit language policy? As instructors, how do we acknowledge the linguistic diversity in our classes and teaching materials?
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