Instructions have provided Article X and two more other essay using article x and other 2 articles need to write a discussion of 3-4 pages doubled spaced APA format/n atity 40 & sibility Writing Is Linked to Identity By Kevin Roozen from Naming What We Know: Threshold Concepts of Writing Studies. Ed. Linda Adler-Kassner and Elizabeth Wardle. UP Colorado (2015) Common perceptions of writing tend to cast it as the act of encoding or inscribing ideas in written form. To view writing in this manner, though, overlooks the roles writing plays in the construction of self. Through writing, writers come to develop and perform identities in relation to the interests, beliefs, and values of the communities they engage with, understanding the possibilities for selfhood available in those communities (see 3.0, "Writing Enacts and Creates Identities and Ideologies"). The act of writing, then, is not so much about using a particular set of skills as it is about becoming a particular kind of person, about developing a sense of who we are. F Our identities are the ongoing, continually under-construction product of our participation in a number of engagements, including those from our near and distant pasts and our potential futures. Given that our participation with our multiple communities involves acting with their texts, writing serves as a key means by which we act with and come to understand the subject matter, the kinds of language, the rhetorical moves, the genres, the media and technologies, and the writing processes and practices at play in our various sites of engagement, as well as the beliefs, values, and interests they reflect (see 1.0, "Writing Is a Social and Rhetorical Activity"). Writing, then, functions as a key form of socialization as we learn to become members of academic disciplines (see 3.4, "Disciplinary and Professional Identities Are Constructed through Writing"), professions, religious groups, community organizations, political parties, families, and so on. Writing also functions as a means of displaying our identities. Through the writing we do, we claim, challenge, perhaps even contest and resist our alignment with the beliefs, interests, and values of the communities with which we engage. The extent to which we align ourselves with a particular community, for example, can be gauged by the extent to which we are able and willing to use that community's language, make its rhetorical moves, act with its privileged texts, and participate in its writing processes and practices. As we develop identities aligned with the interests and values of the communities in which we participate, we become more comfortable making the rhetorical and generic moves privileged by those communities. tity 40 sibility ourselves with a particular community, for example, can be gauged by the extent to which we are able and willing to use that community's language, make its rhetorical moves, act with its privileged texts, and participate in its writing processes and practices. As we develop identities aligned with the interests and values of the communities in which we participate, we become more comfortable making the rhetorical and generic moves privileged by those communities. Understanding the identity work inherent in writing is important for many stakeholders. For teachers and learners, it foregrounds the need to approach writing not simply as a means of learning and using a set of skills, but rather as a means of engaging with the possibilities for selfhood available in a given community. It also means recognizing that the difficulties people have with writing are not necessarily due to a lack of intelligence or a diminished level of literacy but rather to whether they can see themselves as participants in a particular community. For administrators, this threshold concept highlights the demand for structuring the curriculum in ways that allow learners to develop a sense of what it means to become a member of an academic discipline and creating models of assessment that address learners' identity work. For researchers interested in literate activity, it underscores the importance of theoretical perspectives and methodological approaches that make visible the construction of self. MacBook Air/n ve & essibility Writing is Performative By Andrea A. Lunsford Students are sometimes puzzled by the notion that writing is performative. Yet some discussion usually clarifies the concept as students quickly see that their writing performs for a grade or other reward for an audience of academics (mostly teachers; see 1.7, "Assessing Writing Shapes Contexts and Instruction"). In these pieces of writing, students might adopt a role or persona of the "good student," for example. But writing is performative in other important senses as well. Kenneth Burke's concept of "language as symbolic action" helps explain why (Burke 1966). For Burke and other contemporary theorists, language and writing have the capacity to act, to do things in the world. Speech act theorists such as J. L. Austin (1962) speak of "performatives," by which they mean spoken phrases or sentences that constitute an action: a judge saying "I now pronounce you husband and wife" or "I sentence you to X" actually performs these acts. Other examples ("I bequeath" in a will or "I name this ship the Enterprise") carry such performativity (see 2.6, "Texts Get Their Meaning from Other Texts"). But we can see other ways in which writing performs: from the Declaration of Independence to the petition that results in a change of policy to a Kickstarter site whose statements are so compelling that they elicit spontaneous donations, writing has the capacity to perform. At its most basic, saying that writing is performative means that writing acts, that it can make things happen. This is what students in the Stanford Study of Writing, a longitudinal exploration of writing development during the college years, meant when they told researchers over and over again that "good writing is writing that makes something good happen in the world." There is yet a third way in which writing can be said to be performative, and that is in MacBook Air sibility perform. At its most basic, saying that writing is performative means that writing acts, that it can make things happen. This is what students in the Stanford Study of Writing, a longitudinal exploration of writing development during the college years, meant when they told researchers over and over again that "good writing is writing that makes something good happen in the world." There is yet a third way in which writing can be said to be performative, and that is in relation to another threshold concept, that writing is epistemic. That is to say that writing does not simply record thought or knowledge but rather that writing has the capacity to actually produce thought and knowledge (see 3.0, "Writing Enacts and Creates Identities and Ideologies"). Most writers have experienced this performative aspect of writing a time when you are writing away and the writing suddenly gives rise to new ideas, new insights into your topic. In the moment of producing such insights, writing is, again, performative. MacBook Air/n THEORY INTO PRACTICE Equity in Teaching Academic Language Bryant Josses and Gregary A. Thompson Routledge Theory Into Practice ISSN: 0040-5841 (Print) 1543-0421 (Online) Journal homepage: https://www.tandfonline.com/loi/htip20 Dismantling anti-black linguistic racism in English language arts classrooms: Toward an anti-racist black language pedagogy April Baker-Bell CrossMark To cite this article: April Baker-Bell (2020) Dismantling anti-black linguistic racism in English language arts classrooms: Toward an anti-racist black language pedagogy, Theory Into Practice, 59:1, 8-21, DOI: 10.1080/00405841.2019.1665415 To link to this article: https://doi.org/10.1080/00405841.2019.1665415 Published online: 14 Nov 2019. Submit your article to this journal Article views: 13552 View related articles View Crossmark data Citing articles: 60 View citing articles Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=htip20 ROUTLEDGE Routledge Taylor & Francis Group THEORY INTO PRACTICE 2020, VOL. 59, NO. 1, 8-21 https://doi.org/10.1080/00405841.2019.1665415 April Baker-Bell Ⓡ Department of English, Michigan State University, East Lansing, Michigan, USA ROUTLEDGE Check for updates Dismantling anti-black linguistic racism in English language arts classrooms: Toward an anti-racist black language pedagogy ABSTRACT In this article, the author historicizes the argument about Black Language in the classroom to contextualize the contemporary linguistic inequities that Black students experience in English Language Arts (ELA) classroom. Next, the author describes anti-black linguistic racism and interrogates the notion of academic language. Following this, the author provides an ethnographic snapshot that shows how Black students in a ninth grade English Language Arts (ELA) class perceptions of Black Language reflected internalized anti-black linguistic racism. The author offers Anti-Racist Black Language Pedagogy as an approach that English Language Arts teachers can implement in an effort to dismantle anti-black linguistic racism and white cultural and linguistic hegemony in their classrooms using Angie Thomas' (2017) novel The Hate U Give. The author concludes with thoughts about how an Anti-Racist Black Language pedagogy can help ELA students develop useful critical capacities. Routledge Taylor & Francis Group In the study of language in school pupils were made to scoff at the Negro dialect as some peculiar possession of the Negro which they should despise rather than directed to study the background of this language as a broken-down African tongue in short to understand their own linguistic history, which is certainly more important for them than the study of French Phonetics or Historical Spanish Grammar. · Carter G. Woodson (1933), The mis-education of the Negro It is terrible to think that a child with five different present tenses comes to school to be faced with books that are less than his own language. And then to be told things about his language, which is him, that are sometimes permanently damaging.. This is a really cruel fallout with racism. - Toni Morrison, in Rickford & Rickford's Spoken Soul, 2000 We have kids in the inner cities who are verbal geniuses, but we call them deficient in school and attempt to eradicate a part of their identity. Geneva Smitherman, in Dinwiddie-Boyd (1996) and the linguistic injustice toward Black students continues. I open with the above excerpts to historicize the argument to which this article contributes. By viewing the issues addressed in this article through a historical lens, we are able to see that little has changed over the last 85 years regarding the language education of Black students. That is, sociolinguists and language scholars have for decades described the harm an uncritical language CONTACT April Baker-Bell adbell@msu.edu Department of English, African American and African Studies, Michigan State University, Wells Hall, Room C-648 619 Red Cedar Rd., East Lansing, MI 48824. © 2019 The College of Education and Human Ecology, The Ohio State University THEORY INTO PRACTICE 9 education has on Black students' racial and linguistic identities and called for new approaches. Anti-black linguistic racism refers to the linguistic violence, persecution, dehumanization, and marginalization that Black Language (BL) speakers¹ endure when using their language in schools and in everyday life. It includes teachers' silencing, correcting, and policing students when they communicate in BL. It is the belief that there is something inherently wrong with BL; therefore, it should be eradicated. It is denying Black students the right to use their native language as a linguistic resource during their language and literacy learning. It is requiring that Black students reject their language and culture to acquire White Mainstream English (WME), and it is also insisting that Black students code-switch to avoid discrimination. Although some language scholars and teachers would argue that code-switching does not perpetuate anti-black linguistic racism because it validates, affirms, and respects BL in the process of teaching Black students “academic language,” I contend that any approach that does not interrogate why students of color are required to code-switch and only acknowledges their native tongues as a bridge to learn WME perpetuates linguistic racism and upholds white linguistic and cultural hegemony (Baker- Bell, 2017, forthcoming). This article will show that Black students continue to endure anti-black linguistic racism when using BL in the context of school. The relationship between academic language, white mainstream English, and whiteness The concept of academic language was developed in the mid 1970s by researchers and educators to make a distinction between language that is used in school and language that is used outside of school (Gottlieb & Slavit-Ernst, 2014). Academic language also called academic English, the language of school, the language of power, or communicating in academic settings – is described as a register that contains lexical, grammatical, and inter- personal skills specific to school that all students must master to be successful (Gottlieb & Slavit-Ernst, 2014). I have argued elsewhere that if language scholars and educators are truly interested in linguistic justice for linguistically and racially diverse students, we have to question whose linguistic and cultural norms are privileged by labels like “academic language” (Baker-Bell, 2017). Alim and Smitherman (2012) contend that uncritical language scholars and teachers fail to acknowledge certain inconvenient truths about how language and com- municative norms and standards in our society reflect WME and white ways of speaking. Labels like "academic language” go unquestioned, but “the fact that White people consider themselves the ‘standard' by which ‘Others' are measured – has real and tangible effects on the lives of People of Color” (Alim & Smitherman, 2012, p. 171). It also important to consid the historical moment in which the notio of academic language came into existence. This label was developed during the mid 1970s following social movements that insisted on “the creation of educational policies to redress the academic exclusion inflicted upon Blacks, Browns, women and other historically marginalized groups" (Smitherman, Villanueva, & Canagarajah, 2003, p. 11). In terms of language education, the social upheavals of the 1960s and 1970s forced American schools and colleges to take a stand on how to address the language habits that students from a wide variety of social, economic, and cultural backgrounds bring with them to the classroom (SRTOL, 1974). Though the struggle for equal language rights brought about some positive change like the Students' Right to Their Own Language resolution³ and the Ann Arbor Black English case, it has also given birth to alternate, more subtle approaches to linguistic discrimination (Lippi-Green, 2012, 10 A. BAKER-BELL p. 67). With this in mind, we cannot ignore the fact that the label "academic English" was developed in spite of a historical moment that demanded Black linguistic emancipation. Alim and Smitherman (2012) explain that “academic language” is a proxy for WME, and it reveals a covert racist practice that maintains a racial and linguistic hierarchy in schools (p. 171). For instance, while WME-speaking students come to school already prepared because their linguistic and cultural practices are deemed “academic,” most linguistically and racially diverse students begin at a disadvantage because their language and culture do not reflect the dominant white culture that counts as academic. Black language and anti-black linguistic racism in English language arts classrooms In general, BL has not mattered in English Language Arts (ELA) classrooms, which is ironic since language arts indicate that our ELA classrooms should focus on the arts of language. And if Black Language ain't artful, then tell me what is? Furthermore, given decades of research on the Black speech community and BL once being the most studied and written about language in the world (Gilyard, 2005), one would assume that Black students' language practices would have been embraced as a resource for educational innovation in classrooms. However, critical language scholars in English Education have consistently argued that ELA teachers must shift their pedagogies and practices to better support the rich linguistic resources that Black students, and other linguistically and racially diverse students, bring with them to classrooms (Baker-Bell, 2013, 2017; Ball & Lardner, 2005; Haddix, 2015; Johnson, Jackson, Stovall, & Bazile, 2017; Kinloch, 2010; Kirkland & Jackson, 2008; Kynard, 2007; Lee, 1995, 2017; Martinez, 2017; Paris, 2009; Sealey-Ruiz, 2005). Yet, many classrooms continue to be informed by anti-black, deficit theories, and monolingual ideologies that view BL as a barrier to Black students' literacy education (Baker-Bell, forthcoming, 2013; Richardson, 2004). The only thing worse than Black students' experiencing anti-black linguistic racism in classrooms is when they internalize it. When Black students' language practices are suppressed in classrooms or they begin to absorb messages that imply that BL is deficient, wrong, and unintelligent, this could cause them to internalize anti-blackness and develop negative attitudes about their linguistic, racial, cultural, and intellectual identities and about themselves (Baker-Bell, 2013, forthcoming). As with internalized racism, students who absorb negative ideologies about their native language may develop a sense of linguistic inferiority and “lose confidence in the learning process, their own abilities, their educators, and school in general" (Charity Hudley & Mallinson, 2014, p. 33). This was evidenced in the 1979 Black English Case where a Federal District Court found that teachers' treatment of BL as inferior inhibited Black students from learning (Turner & Ives, 2013). Unfortunately, there is little in the scholarly literature that accounts for the ways in which Black students experience anti-blackness in and through their language education or how to work against it through classroom learning. I work to address both of these longstanding dilemmas and notable discontinuities in the remainder of this article. From critical language pedagogy to Black Language Pedagogy In the first iteration of my language pedagogy work, I was concerned by the number of Black students I worked with who held negative attitudes toward Black Language and THEORY INTO PRACTICE 11 displayed feelings of linguistic and cultural shame (Baker-Bell, 2013, 2017). I identified this as an issue of language attitudes, and I attempted to address it through attitudinal work. Thus, I began working closely with teachers and Black students to explore a curricular innovation that could interrupt BL-speaking students' unfavorable attitudes toward their own language. More specifically, I developed Critical Language Pedagogy (CLP) as a: (1) framework for understanding the relationship between dominant language ideologies, negative language attitudes, identity, and student learning, and (2) a consciousness-raising approach that provided a critical and cultural understanding of BL in an effort to foster positive language attitudes among Black students. Findings from my 2013 study where I implemented the CLP showed that it was useful in getting Black students to critically interrogate dominant notions of language and develop a critical and cultural understanding of the historical, cultural, and political underpinnings of BL (Baker-Bell, 2013). However, as I continued to use this approach, I realized that Black students were in need of an approach that explicitly named and richly captured the type of linguistic oppression that is uniquely experienced and endured by BL-speakers. While the CLP that I had developed was useful in fostering an awareness of how language is tied to identity, language, and power and helping Black students see BL as valuable, the approach did not help the students name or make sense of their experiences with anti-black linguistic racism and white linguistic hegemony. In the sections that follow, I offer an ethnographic snapshot that shows how Black students' perceptions of Black Language reflected internalized anti-black linguistic racism, and I outline an approach that I refer to as Anti-Racist Black Language Pedagogy, which illustrates how ELA teachers can work to dismantle anti-black linguistic racism in their classrooms. Background The following discussion took place in a ninth grade all-girls ELA class located in Detroit, Michigan. All of the students in the class identified as Black or African American and communicated in BL. In the snapshot below, the students were responding to an activity (see Table 1) that I designed with 2 goals in mind: to initiate a conversation about the relationship between language and identity, specifically as it pertains to BL and WME and understand the students' perceptions of both languages. The activity required students to: (1) read 2 language samples5, (2) draw an image, cartoon, or character that reflects each language sample, and (3) write a paragraph that expressed their thoughts about both languages and the speakers of those languages. that time, the students were not aware that language sample A represented features of Black Language and language sample B reflected features of WME. After the students completed the activity, I invited them to participate in a group dialogue about their responses. I describe their responses to the activity in the snapshot below. Snapshot During the group dialogue, I noticed that many of the students' drawings, comments, and perspectives reinscribed a linguistic and racial hierarchy that positioned Black Language and blackness as inferior and White Mainstream English and whiteness as superior, thus,