LANGUAGE AND AUTHORITY: SHIFTING THE PRIVILEGE

• Published in: Journal of basic writing Vol. 14; no. 1; pp. 57 - 66
• Main Authors: Clark, J. Milton, Haviland, Carol Peterson
• Format: Journal Article
• Language: English
• Published: New York City University of New York 01-04-1995; City University of New York Office of Academic Affairs
• Subjects: Basic Writers; Basic Writing; Classroom Environment; Cooperation; Higher Education; Indian literature; Language; Latin American literature; Linguistics; Multicultural Education; Student diversity; Student Needs; Text Factors; Writing; Writing assignments; Writing instruction; Written composition
• ISSN: 0147-1635; 2831-9184; 0147-1635; 2164-5116
• DOI: 10.37514/JBW-J.1995.14.1.07

Although most basic writing faculty select varied and representative reading and writing topics that draw on the richness of their students' linguistic diversity, they usually conduct classes in which collaboration moves but one way. Most class texts merely nod pleasantly at linguistic diversity rather than embrace it, tolerating rather than engaging difference. The authors describe an assignment that uses Spanish, Chinese, and French texts in addition to the customary English texts, which allows class members to share students' languages, embrace diversity, and shift privilege. They propose that this move foregrounds oppositional discourse for both students and faculty, creating classrooms in which ''right thinking is not the possession of one and merely the aspiration of others."