English Only and U.S. College Composition

Horner, Bruce; Trimbur, John

doi:10.2307/1512118

Cited by 100 publications

(26 citation statements)

References 29 publications

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“…Scholars in the United Kingdom (Martin, ; Preece & Martin, ; Simpson & Cooke, ) point out that although U.K. higher education institutions have opened doors to more “nontraditional” students—including ELLs—and even though many of these institutions highlight the importance of cultural and linguistic diversity, in reality there is simply no recognition for the multilingual assets that these new students bring. The situation is, therefore, markedly similar to the politics of linguistic diversity in U.S. higher education (Horner & Trimbur, ). Similarly, Marshall () reports that in Canada many multilingual immigrant students experience the process of “re‐becoming ESL” when they enter university: They are required to take remedial ESL courses in university and are thereby given a “deficit remedial ESL identity” (p. 45), regardless of how many years previously they had exited ESL programs.…”

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confidence: 74%

English Language Learners' Access to and Attainment in Postsecondary Education

2012

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Although English language learners (ELLs) are currently the fastestgrowing group among the school-age population in the United States, there is surprisingly little information on their participation in postsecondary education. Using the National Education Longitudinal Study of 1988 (NELS:88), a nationally representative sample of eighth graders who were followed for 12 years, we present one of the first national-level examinations of ELLs' access to and degree of attainment in postsecondary education. Our analyses show that ELLs lag far behind both English-proficient linguistic minority students and monolingual English-speaking students in college access and attainment. Only one in eight ELLs in the NELS:88 study earned a bachelor's degree, whereas one in four English-proficient linguistic minority students and one in three monolingual English speakers did. In addition, one in five ELLs was a high school dropout. Subsequent probit regressions reveal that a host of nonlinguistic factors, rather than the ELLs' linguistic background per se, contributed to ELLs' limited postsecondary education access and attainment.

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confidence: 74%

English Language Learners' Access to and Attainment in Postsecondary Education

2012

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“…Historically, the US postsecondary writing classroom has long reinforced the idea of English as a rigid, monolithic entity (Strickland, 2011; Trimbur, 1999). In fact, to a great extent it has worked as the very deterrent force in the expansion of language pluralism in writing education (Hall, 2014; Horner & Trimbur, 2002). Exclusively focused on the young white men for whom US universities were designed and imagined for (Wilder, 2013), writing classrooms in the late‐19th century, set the tone for how the culture of writing education could participate in the extension of exclusion, segregation, and monoculturalism.…”

Section: The English Language In the Us Writing Classroommentioning

confidence: 99%

World Englishes, translingualism, and racialization in the US college composition classroom

Lee

Alvarez

2020

World Englishes

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This paper examines the connection between language ownership and racialization as discussed in world Englishes (WE) and translingualism. WE and translingualism have expanded both epistemological and ontological spectrums in understanding how Englishes have been used, understood, and transformed in different global contexts, challenging a monolingual orientation to language and literacy. Yet, less questioned is how the very approach to various ways of 'owning' Englishes contributes to WE and translingualism's work of linguistic justice. In this regard, we argue that the issue of racialization needs to be foregrounded in these two bodies of scholarship to better account for racialized students' language practices and ownership. Situating this examination in the US college composition classroom, we discuss how the conceptualization of language ownership can extend monolingual and racializing ideologies. We conclude by calling for a more linguistically just view of language ownership as a way to undo the racial-linguistic stratification in educational contexts such as the writing classroom.

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“…Anticipating the necessity for the translingual approach to composition pedagogy, Horner () and Horner and Trimbur () describe the history of the English‐only movement and its relationship to the ever‐changing linguistic conditions in U.S. society, education, and government. Horner's () argument that “dominant approaches to language and ‘error’ have failed to understand language as material social practice, and so have persistently produced strategies at odds with the realities teachers, students, writers, and the public confront daily in their interactions with one another” (p. 742) provided the foundation upon which Horner and colleagues (Horner, Lu, et al., ; Horner, NeCamp, et al., ) presented the translingual approach.…”

Section: Situating Code‐meshing Within the Translingual Approachmentioning

confidence: 99%

“…The historical and linguistic frames of reference provided by Horner (); Horner and Trimbur (); Horner, Lu, et al. (); and Horner, NeCamp, et al.…”

Section: Situating Code‐meshing Within the Translingual Approachmentioning

confidence: 99%

Shifting to the World Englishes Paradigm by Way of the Translingual Approach: Code-Meshing as a Necessary Means of Transforming Composition Pedagogy

Lee

2013

TESOL J

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English" classrooms in U.S. institutions of higher education are not linguistically homogeneous. It is not logical, ethical, or realistic to designate "standard" English as the only discourse acceptable for the writing classroom. This praxis-oriented article chronicles a U.S. composition instructor's process of re-envisioning a formerly monolingualist, unidirectional composition curriculum through a lens that acknowledges and celebrates the World Englishes paradigm. The revised curriculum is driven by the translingual approach to composition pedagogy, which understands hybridity and fluidity as the norms of language acquisition, usage, and development, and focuses on one of the approach's practical pedagogical applications: the code-meshing strategy of writing. The article provides an overview of the author's institutional context and offers observations about how the traditional monolingualist conceptual framework has marginalized and alienated students whose language practices do not fit within it. The article explains how the translingual approach to composition pedagogy, and specifically the teaching of code-meshing as a viable communicative tool, has contributed to positive changes in students' self-perceptions as language users in and out of the classroom. The article concludes with informed reflections, from the vantage point of a composition and TESOL teacher-scholar, on further ways that the World Englishes ethos might manifest in the paradigm of U.S. composition theory and instruction.

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English Only and U.S. College Composition

Cited by 100 publications

References 29 publications

English Language Learners' Access to and Attainment in Postsecondary Education

English Language Learners' Access to and Attainment in Postsecondary Education

World Englishes, translingualism, and racialization in the US college composition classroom

Shifting to the World Englishes Paradigm by Way of the Translingual Approach: Code-Meshing as a Necessary Means of Transforming Composition Pedagogy

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