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Theorizing the SISE Approach

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Fostering Linguistic Equality

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Abstract

Chapter 2 presents a discussion and analysis of the relevant scholarship that has informed the design and implementation of the Structural Inquiry of Stigmatized Englishes (SISE) approach. The chapter begins with an argument for increased focus on pedagogy within the field of linguistics, followed by a case for the linguistics classroom, and particularly the introductory course, as an essential site for the dissemination of research on linguistic inequality. The chapter continues with a review of current scholarship that proposes similar pedagogical answers to the problem of linguistic inequality, showing how the SISE approach adds a new perspective to linguists’ work in this area by bringing a pedagogical solution to the college level, to the field of linguistics, and to a focus on the linguistically privileged rather than the linguistically marginalized. The chapter concludes with a theoretical rationale for the design of the curriculum: incorporating structural analysis with the study of the social impact of linguistic inequality, translingualism, and intercultural communication.

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Notes

  1. 1.

    It is important to note that much of the existent research in this area focuses on student speakers of African American English (AAE), as AAE is one of the most widely studied U.S. dialects and also has a deep social and political history within the field of education. However, some resources do also address speakers of other stigmatized Englishes, and, furthermore, approaches geared toward and/or discussed in the context of speakers of AAE are often also appropriate for use with speakers of diverse language backgrounds, including speakers of other stigmatized Englishes and even speakers of more socially privileged varieties of English, as I discuss below.

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  1. Department of English and Technical Communication, Missouri University of Science and Technology, Rolla, MO, USA

    Sarah E. Hercula

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Hercula, S.E. (2020). Theorizing the SISE Approach. In: Fostering Linguistic Equality. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-41690-4_2

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  • DOI: https://doi.org/10.1007/978-3-030-41690-4_2

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