Journal article
The sociopolitical implications of response to second language and second dialect writing
Journal of second language writing, Vol.2(3), pp.181-201
1993
DOI: 10.1016/1060-3743(93)90018-X
Abstract
In response to Terry Santos' (1992) “Ideology in Composition: L1 and ESL,” I argue that second language/English às a Second Language (L2/ESL) pedagogy is as politically charged as first language (L1) pedagogy, but its ideological implications need to be openly articulated and discussed—the purpose of this article. As classrooms become more multicultural and ESL students become more difficult to distinguish from non-ESL students, L1 and L2 pedagogies will begin to converge, possibly causing L2/ESL pedagogy to become more expressly political, but also causing L1 pedagogy to become more pragmatic. To demonstrate the political implications of L2/ESL pedagogy and to make connections with L1 pedagogy, I offer a continuum of responses to second language and second dialect writing, based on teachers' political stances on linguistic and cultural assimilation. The three response stances, related to those from ethnic studies, sociolinguistics, and L1 composition, are the separatist, accommodationist, and assimilationist. This response continuum is then used to analyze actual and hypothetical responses to the writing of (a) an ESL international student, (b) an ESL bicultural student, and (c) a Standard English as a Second Dialect (SESD) student.
Details
- Title: Subtitle
- The sociopolitical implications of response to second language and second dialect writing
- Creators
- Carol Severino - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Journal of second language writing, Vol.2(3), pp.181-201
- DOI
- 10.1016/1060-3743(93)90018-X
- ISSN
- 1060-3743
- eISSN
- 1873-1422
- Publisher
- Elsevier Inc
- Language
- English
- Date published
- 1993
- Academic Unit
- International Programs; Rhetoric
- Record Identifier
- 9984397186502771
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