[Teaching_Composition] NEW MODULE

Chris Anson teaching_composition@mailman.eppg.com
Wed, 11 Oct 2006 17:00:04 -0400 

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Derek: I'm actually in favor of linguistic plurality, if that's not  
obvious in what I've written to this list. I think there are forces  
here that would like to erase as much diversity as possible, both in  
English (dialects of American English, _especially_ dialects of  
African American English, and varieties of world English spoken by L1  
English speakers or speakers of English as a parallel language in  
other parts of the world) and in "foreign languages." (I have always  
thought that English-Only legislation is one of the most ironic  
things lawmakers have ever cooked up. Here we are, forcing English- 
speaking American students to learn foreign languages and supporting  
the enterprise with great energy, while we send a message to speakers  
of other languages that theirs is not wanted, or that they should  
"learn English or else." A number of years ago, the (I think) San  
Diego public schools experimented with bilingualism across the board:  
students  _all_ took some content courses in English and other  
content courses in Spanish, so that both groups were equally  
advantaged and disadvantaged in learning the content--but more to the  
point, everyone learned both languages at the same time. That's  
always struck me as very cool. Then we find out just a few months ago  
that a Mexican kid is suspended from a school in Texas for saying  
something in Spanish to a friend. God help us. Would an Anglo kid  
have been suspended for that?)

It could be that the growth of world English(es) has occasioned  
greater linguistic diversity in our colleges and universities, and if  
so, that's terrific. And yes, if it pushes us away from monolithic  
conceptions of "standard English," good. Of course, there are other  
reasons to be concerned about world English, especially in its  
hegemonizing factors and its potential contribution to the continuing  
death of indigenous languages--see Nettle and Romaine 2000, on  
English as a "killer" language.

Anyway, as a kid who came to the U.S. speaking a strong version of  
British English from my (English) parents, but having spent all of my  
elementary school years living with them in a town near Paris and  
attending a local (French) ecole communale, I hear you.

Chris Anson


On Oct 11, 2006, at 12:59 PM, danentwi wrote:

>
> I'd also like to revisit Chris Anson's introductory post, in which  
> he writes:
>
> "In spite of the growth of world English(es) and attempts in the  
> U.S. to erase
> or marginalize other languages through English-only legislation,  
> many of our
> campuses continue to be linguistically diverse, enrolling students  
> with a
> spectrum of language characteristics and influences that variously  
> affect
> their oral communication, the rhetorical and pragmatic/discursive  
> features of
> their writing, and their control of surface features as well."
>
> Rather than say that campuses are linguistically diverse *in spite  
> of* the
> growth of World Englishes, I would like to argue that it is often  
> *because of*
> the growth of World Englishes that we experience linguistic  
> diversity on our
> campuses. Several scholars of World Englishes argue that the status  
> of English
> as a global language means that we can no longer (we have never  
> really been
> able to, really) point to any *one* standard for English speech or  
> writing.
> How many times has your spellchecker flagged a Canadian/British/ 
> Australian
> vocabulary word? Would an American be okay with "whilst" or  
> "learnt"? Probably
> not. The idea that the spread of English means we should think of  
> *standards*
> (English as a pluricentric language) rather than *a standard* is  
> one that
> Compositionists will need to begin to explore. What are the  
> implications for
> us writing teachers? Those who have learned their English in  
> locations outside
> the US have typically done so for particular reasons and purposes,  
> and have
> learned a local or regional variety that suits those purposes and  
> reasons.
>
> If one of the wonderful things about English is its ability to  
> change and
> grow, why are we so bent on excluding certain forms/varities/ 
> constructions
> from the written language? Often times I find the "mistakes" of  
> some writers
> to be beautiful, poetic, ingenious variations. After all, as  
> writing teachers,
> how do we strike a balance between (as Bakhtin would say) the  
> conservative,
> centripetal forces at work to maintain linguistic "stasis" and the  
> creative,
> dialogic, centrifugal forces at work to "break apart" and change  
> language? How
> do we negotiate "standards" and "communication"? (I don't think  
> Americans
> *misunderstand* terms like "whilst" or "learnt"; we just recognize  
> them as
> "incorrect" forms)
>
> Dave Nentwick
> Syracuse University
>
>
>> Funny story time--But here's a twist--Last week I had a female  
>> student come
> into >my office stunned because I had commented on her paper that I  
> would be
> happy to >help her if she was having trouble because she was an ESL  
> student.
> She was born >and raised in New Jersey. She was half laughing,  
> though, because
> when she showed >her paper to her roommates, they agreed with my  
> comments. She
> said, "They totally >saw what you were talking about. I guess I  
> should have
> proofread it before >turning it in." She only came in to see me to  
> let me know
> she was not an ESL >student so I didn't have to worry about her. Oops.
>>
>> Laura Card, PhD
>> English Department
>> Brigham Young University
>
> _______________________________________________
> Teaching_Composition maillist  -   
> Teaching_Composition@mailman.eppg.com
> http://mailman.eppg.com/mailman/listinfo/teaching_composition
>
> To unsubscribe, please visit http://mailman.eppg.com/mailman/ 
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-- 
Chris M. Anson [Web site]
Professor of English
Director, Campus Writing and Speaking Program
Box 8105, North Carolina State University
Raleigh, NC  27695-8105
(919) 513-4080



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<HTML><BODY style=3D"word-wrap: break-word; -khtml-nbsp-mode: space; =
-khtml-line-break: after-white-space; ">Derek: I'm actually in favor of =
linguistic plurality, if that's not obvious in what I've written to this =
list. I think there are forces here that would like to erase as much =
diversity as possible, both in English (dialects of American English, =
_especially_ dialects of African American English, and varieties of =
world English spoken by L1 English speakers or speakers of English as a =
parallel language=A0in other parts of the world) and in "foreign =
languages." (I have always thought that English-Only legislation is one =
of the most ironic things lawmakers have ever cooked up. Here we are, =
forcing English-speaking American students to learn foreign languages =
and supporting the enterprise with great energy, while we send a message =
to speakers of other languages that theirs is not wanted, or that they =
should "learn English or else." A number of years ago, the (I think) San =
Diego public schools experimented with bilingualism across the board: =
students=A0 _all_ took some content courses in English and other content =
courses in Spanish, so that both groups were equally advantaged and =
disadvantaged in learning the content--but more to the point, everyone =
learned both languages at the same time. That's always struck me as very =
cool. Then we find out just a few months ago that a Mexican kid is =
suspended from a school in Texas for saying something in Spanish to a =
friend. God help us.=A0Would an Anglo kid have been suspended for =
that?)<DIV><BR class=3D"khtml-block-placeholder"></DIV><DIV>It could be =
that the growth of world English(es) has occasioned greater linguistic =
diversity in our colleges and universities, and if so, that's terrific. =
And yes, if it pushes us away from monolithic conceptions of "standard =
English," good. Of course, there are other reasons to be concerned about =
world English, especially in its hegemonizing factors and its potential =
contribution to the continuing death of indigenous languages--see Nettle =
and Romaine 2000, on English as a "killer" language.</DIV><DIV><BR =
class=3D"khtml-block-placeholder"></DIV><DIV>Anyway, as a kid who came =
to the U.S. speaking a strong version of British English from my =
(English) parents, but having spent all of my elementary school years =
living with them in a town near Paris and attending a local (French) =
ecole communale, I hear you.</DIV><DIV><BR =
class=3D"khtml-block-placeholder"></DIV><DIV>Chris Anson<DIV><DIV><BR =
class=3D"khtml-block-placeholder"></DIV><DIV><BR><DIV><DIV>On Oct 11, =
2006, at 12:59 PM, danentwi wrote:</DIV><BR =
class=3D"Apple-interchange-newline"><BLOCKQUOTE type=3D"cite"><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; min-height: 14px; "></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; =
min-height: 14px; "><BR></DIV><DIV style=3D"margin-top: 0px; =
margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">I'd also like =
to revisit Chris Anson's introductory post, in which he =
writes:</DIV><DIV style=3D"margin-top: 0px; margin-right: 0px; =
margin-bottom: 0px; margin-left: 0px; min-height: 14px; "><BR></DIV><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; ">"In spite of the growth of world English(es) and =
attempts in the U.S. to erase<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">or =
marginalize other languages through English-only legislation, many of =
our<SPAN class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; ">campuses continue to be linguistically diverse, =
enrolling students with a<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">spectrum =
of language characteristics and influences that variously affect<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">their =
oral communication, the rhetorical and pragmatic/discursive features =
of<SPAN class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; ">their writing, and their control of surface features =
as well."</DIV><DIV style=3D"margin-top: 0px; margin-right: 0px; =
margin-bottom: 0px; margin-left: 0px; min-height: 14px; "><BR></DIV><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; ">Rather than say that campuses are linguistically =
diverse *in spite of* the<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">growth =
of World Englishes, I would like to argue that it is often *because =
of*<SPAN class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; ">the growth of World Englishes that we experience =
linguistic diversity on our<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; =
">campuses. Several scholars of World Englishes argue that the status of =
English<SPAN class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; ">as a global language means that we can no longer (we =
have never really been<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">able to, =
really) point to any *one* standard for English speech or writing.<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">How many =
times has your spellchecker flagged a Canadian/British/Australian<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; =
">vocabulary word? Would an American be okay with "whilst" or "learnt"? =
Probably<SPAN class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; ">not. The idea that the spread of English means we =
should think of *standards*<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">(English =
as a pluricentric language) rather than *a standard* is one that<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; =
">Compositionists will need to begin to explore. What are the =
implications for<SPAN class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV=
 style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; ">us writing teachers? Those who have learned their =
English in locations outside<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">the US =
have typically done so for particular reasons and purposes, and =
have<SPAN class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; ">learned a local or regional variety that suits those =
purposes and reasons.</DIV><DIV style=3D"margin-top: 0px; margin-right: =
0px; margin-bottom: 0px; margin-left: 0px; min-height: 14px; =
"><BR></DIV><DIV style=3D"margin-top: 0px; margin-right: 0px; =
margin-bottom: 0px; margin-left: 0px; ">If one of the wonderful things =
about English is its ability to change and<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">grow, =
why are we so bent on excluding certain =
forms/varities/constructions<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">from the =
written language? Often times I find the "mistakes" of some writers<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">to be =
beautiful, poetic, ingenious variations. After all, as writing =
teachers,<SPAN class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; ">how do we strike a balance between (as Bakhtin would =
say) the conservative,<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; =
">centripetal forces at work to maintain linguistic "stasis" and the =
creative,<SPAN class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; ">dialogic, centrifugal forces at work to "break =
apart" and change language? How<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">do we =
negotiate "standards" and "communication"? (I don't think Americans<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; =
">*misunderstand* terms like "whilst" or "learnt"; we just recognize =
them as<SPAN class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; ">"incorrect" forms)</DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; =
min-height: 14px; "><BR></DIV><DIV style=3D"margin-top: 0px; =
margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">Dave =
Nentwick</DIV><DIV style=3D"margin-top: 0px; margin-right: 0px; =
margin-bottom: 0px; margin-left: 0px; ">Syracuse University</DIV><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; min-height: 14px; "><BR></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; =
min-height: 14px; "><BR></DIV> <BLOCKQUOTE type=3D"cite"><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; ">Funny story time--But here's a twist--Last week I =
had a female student come<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV> </BLOCKQUOTE><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; ">into &gt;my office stunned because I had commented =
on her paper that I would be<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">happy to =
&gt;help her if she was having trouble because she was an ESL =
student.<SPAN class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; ">She was born &gt;and raised in New Jersey. She was =
half laughing, though, because<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">when she =
showed &gt;her paper to her roommates, they agreed with my comments. =
She<SPAN class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; ">said, "They totally &gt;saw what you were talking =
about. I guess I should have<SPAN =
class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; =
">proofread it before &gt;turning it in." She only came in to see me to =
let me know<SPAN class=3D"Apple-converted-space">=A0</SPAN></DIV><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; ">she was not an ESL &gt;student so I didn't have to =
worry about her. Oops.</DIV> <BLOCKQUOTE type=3D"cite"><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; min-height: 14px; "><BR></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">Laura =
Card, PhD</DIV><DIV style=3D"margin-top: 0px; margin-right: 0px; =
margin-bottom: 0px; margin-left: 0px; ">English Department</DIV><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; ">Brigham Young University</DIV> </BLOCKQUOTE><DIV =
style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
margin-left: 0px; min-height: 14px; "><BR></DIV><DIV style=3D"margin-top: =
0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; =
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-apple-text-size-adjust: auto; text-transform: none; orphans: 2; =
white-space: normal; widows: 2; word-spacing: 0px; "><SPAN =
class=3D"Apple-style-span" style=3D"border-collapse: separate; =
border-spacing: 0px 0px; color: rgb(0, 0, 0); font-family: Helvetica; =
font-size: 12px; font-style: normal; font-variant: normal; font-weight: =
normal; letter-spacing: normal; line-height: normal; text-align: auto; =
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-apple-text-size-adjust: auto; text-transform: none; orphans: 2; =
white-space: normal; widows: 2; word-spacing: 0px; "><DIV>--=A0<BR>Chris =
M. Anson=A0<A =
href=3D"http://www.home.earthlink.net/~theansons/Portcover.html"><SPAN =
class=3D"Apple-style-span" style=3D"color: rgb(0, 0, 238); =
-khtml-text-decorations-in-effect: underline; "><SPAN =
class=3D"Apple-style-span" style=3D"color: rgb(0, 0, 238); =
-khtml-text-decorations-in-effect: underline; "><SPAN =
class=3D"Apple-style-span" style=3D"color: rgb(0, 0, 238); =
-khtml-text-decorations-in-effect: underline; ">[Web =
site]</SPAN></SPAN></SPAN></A></DIV><DIV>Professor of English=A0<BR><A =
href=3D"www2.chass.ncsu.edu/cwsp"><SPAN class=3D"Apple-style-span" =
style=3D"color: rgb(0, 0, 238); -khtml-text-decorations-in-effect: =
underline; "><SPAN class=3D"Apple-style-span" style=3D"color: rgb(0, 0, =
238); -khtml-text-decorations-in-effect: underline; "><SPAN =
class=3D"Apple-style-span" style=3D"color: rgb(0, 0, 238); =
-khtml-text-decorations-in-effect: underline; "><SPAN =
class=3D"Apple-style-span" style=3D"color: rgb(0, 0, 238); =
-khtml-text-decorations-in-effect: underline; "><SPAN =
class=3D"Apple-style-span" style=3D"color: rgb(0, 0, 238); =
-khtml-text-decorations-in-effect: underline; ">Director, Campus Writing =
and Speaking Program=A0</SPAN></SPAN></SPAN></SPAN></SPAN></A><BR>Box =
8105,=A0North Carolina State University=A0<BR>Raleigh, NC=A0 =
27695-8105=A0<BR>(919) 513-4080=A0<BR></DIV><BR =
class=3D"Apple-interchange-newline"></SPAN></SPAN></SPAN></SPAN></SPAN></S=
PAN></SPAN> </DIV><BR></DIV></DIV></DIV></BODY></HTML>=

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