Abstract

The author suggests that English-only classrooms are not only the implicit goal of much language policy in the United States, but also assumed to be already the case, an ironic situation in light of composition’s historical role as “containing” language differences in U.S. higher education. He suggests that the myth of linguistic homogeneity has serious implications not only for international second-language writers in U.S. classrooms but also for resident second-language writers and for native speakers of unprivileged varieties of English, and that rather than simply abandon the placement practices that have worked to contain—but also to support—multilingual writers, composition teachers need to reimagine the composition classroom as the multilingual space that it is, where the presence of language differences is the default.

Journal
College English
Published
2006-07-01
DOI
10.58680/ce20065042
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Citation Context

Cited by in this index (19)

  1. Assessing Writing
  2. Reflections: A Journal of Community-Engaged Writing and Rhetoric
  3. Literacy in Composition Studies
  4. Computers and Composition
  5. College Composition and Communication
Show all 19 →
  1. College English
  2. Assessing Writing
  3. Reflections: A Journal of Community-Engaged Writing and Rhetoric
  4. Reflections: A Journal of Community-Engaged Writing and Rhetoric
  5. Reflections: A Journal of Community-Engaged Writing and Rhetoric
  6. College Composition and Communication
  7. Assessing Writing
  8. Reflections: A Journal of Community-Engaged Writing and Rhetoric
  9. Literacy in Composition Studies
  10. Reflections: A Journal of Community-Engaged Writing and Rhetoric
  11. Reflections: A Journal of Community-Engaged Writing and Rhetoric
  12. Literacy in Composition Studies
  13. Computers and Composition
  14. Literacy in Composition Studies

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