Promoting Anti-Racist and Translingual Feedback Practices in Language Education
Embracing anti-racist and translingual perspectives in language education challenges the dominant monolingual English ideology. The focus shifts towards empowering students to leverage their full language repertoire, evaluating language based on rhetorical effectiveness, and resisting standardization. Language assessment emphasizes rhetorical grammar over traditional English grammar and prioritizes negotiation in word choice to promote inclusivity and diversity.
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Feedback Practices from Anti-Racist and Translingual Perspectives 131 TA Orientation (2017) Sumyat Thu
Sociocultural Context of Teaching: Dominant ideology: monolingual English-only norm in the U.S. English varieties such as African-American Vernacular English (AAVE) and Spanglish are marked as other or stigmatized. World Englishes Native English Speaker (NES), Non-native English Speaker (NNES) labels don t reflect the complexity of speakers.
Students Incomes & Agency: Given these inequities in language access and production, how do we engage with students incomes? How do we create space for students to use all of their language repertoires, instead of just the acceptable ones? How can we encourage students to evaluate language from the standpoint of rhetorical effects rather than standardization?
Translingualism Counter-framework to resist monolingual English-only ideology Language difference as the norm: both for language usage that is marked as different and language that is marked as standard Language use to be tied to temporal and spatial aspects of a rhetorical situation To theorize error as rhetorical ineffectiveness rather than deviation from a norm
Anti-Racist and Translingual Language Assessment Grammar: rhetorical grammar instead of standard English grammar Ex: (Writer/Thinker/Maker, 375) Active Voice: Police officers were nine times more likely to kill young black men than other Americans in 2015. Passive: Young black men were nine times more likely than other Americans to be killed by police officers in 2015.
Anti-Racist and Translingual Language Assessment Word choice/vocabulary: negotiation in meaning instead of idiomatic use Whose idiom are we promoting anyway? Ex: (Lu, Professing Multiculturalism) As a Hawaiian native historian, Trask can able to argue for her people. can, verb: 1. to be able to; have the ability, power, or skill to. 2. to know how to. 3. to have the power or means to. 4. to have the right or qualifications to. 5. may; have permission to. (The Random House Dictionary)
Recap: Anti-racist translingual approach is not anything goes. Errors exist as instances of rhetorical ineffectiveness. When mistakes appear as a pattern, that can be an error (ex: verb tense inconsistency). Anti-racist translingual approach is about meaning-making in a given rhetorical moment and negotiation of such process between reader and writer. It s about opening up access and agency for language users- - to reconsider what is correct and idiomatic to go beyond the monolingual Standardized Written English.
Tips for feedback practices: For LOC or language issues, comment from the standpoint of rhetorical effects. Instead of line-editing/proofreading, comment on patterns. If the meaning is negotiable, make an inquiry with the student: through commenting or during conferencing.
