Capstone Project Title

Linguistic Justice in Peer Tutoring

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

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Projects

Included in

Education Commons

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