College Composition and Communication Sep 2005

Revisiting the Promise of Students' Right to Their Own Language: Pedagogical Strategies

Valerie Felita Kinloch

Abstract

The implications of the Students’ Right to Their Own Language resolution on classroom teaching and practices point to a continual need to reevaluate how communicative actions—linguistic diversities—of students are central aspects of the work within composition courses. This article revisits the historical significance and pedagogical value of the resolution in its critique of student-teacher exchanges, in its advancement of strategies that invite language variations into composition courses, and in its proposal to support the expressive rights of students.

Journal
College Composition and Communication
Published
2005-09-01
DOI
10.58680/ccc20054013
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Open Access
Closed
Topics
writing pedagogy teacher development
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Citation Context

Cited by in this index (6)

  1. Filipiak (2024)
    “I’m Outside the Box. Too Outside the Box, I Explode It!”: Exploring Literacies…
    Research in the Teaching of English
  2. Flowers (2019)
    Writing Studies’ Concessions to the English-Only Movement: Revisiting CCCC’s Na…
    College Composition and Communication
  3. McNamara (2018)
    Diminishing Returns at Corporate U: Chinese Undergraduates and Composition’s Ac…
    Literacy in Composition Studies
  4. Perryman-Clark (2012)
    Africanized Patterns of Expression
    Pedagogy
  5. Behizadeh et al. (2011)
    Historical view of the influences of measurement and writing theories on the pr…
    Assessing Writing
Show all 6 →
  1. Lovejoy et al. (2009)
    From Language Experience to Classroom Practice
    Pedagogy

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