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Theorizing the SISE Approach

  • Sarah E. HerculaEmail author
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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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Copyright information

© The Author(s) 2020

Authors and Affiliations

  1. 1.Department of English and Technical CommunicationMissouri University of Science and TechnologyRollaUSA

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