Term
Spring 2022
Capstone
Capstone Project
Degree Name
MAESL
Facilitator(s)
Maggie Struck
Abstract
Academic standards in higher education often require students to conform to Standard American English language practices—a linguistically unsound approach to language use that can be harmful to multilingual and multidialectal learners. Peer tutors in Writing and Tutoring Centers often find themselves enforcing these standards without reflection. This capstone project addressed the following questions: How have the monolingual language policies of the U.S. education system encouraged linguistic biases? How might linguistic biases lead to inequitable outcomes for multilingual students? What training and education can be provided to peer tutors to critically reflect on and begin to address these inequities while tutoring peers in a college context? The product resulting from this line of inquiry is a 5-unit linguistic justice curriculum organized around the themes of monolingual language ideology, language myths, language bias, communicating across difference, and student-empowering tutoring strategies of code-meshing and translanguaging.
Project Type
Curriculum published on a website
Keywords
Curriculum, ESL/ ELLs, Social Justice, Writing
Recommended Citation
Livingston, Emily, "Linguistic Justice in Peer Tutoring" (2022). School of Education and Leadership Student Capstone Projects. 774.
https://digitalcommons.hamline.edu/hse_cp/774
Type
text
Publisher
Hamline University
Format
application/pdf
Source
School of Education Student Capstone Theses and Dissertations at Hamline University