Capstone Project Title
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.
Curriculum published on a website
Curriculum, ESL/ ELLs, Social Justice, Writing
Livingston, Emily, "Linguistic Justice in Peer Tutoring" (2022). School of Education and Leadership Student Capstone Projects. 774.
School of Education Student Capstone Projects