Tonight I'm going to be livetweeting @jessgrieser's talk on Linguistic Diversity in the Classroom. Linguistic diversity is a bedrock assumption for #ungrading, so I'm looking forward to it!

Starts with a pop grammar quiz (we all ace it). Points out that standardized English doesn't always follow the rules (compare "yourselves" w/ "theyselves" vs. "themselves.") Grammar = rules that make language work. Different languages = different languages

Grammar arises from language use, not carried down from the mountain like the Ten Commandments. (that's prescriptive grammar, which comes from language standardization, which in turn in linked w/ power)

Fascinating: English standardization comes from London typesetters, who often changed spellings based on convenience ("gost" to "ghost).

Standardization developed later to "appease linguistic insecurities."

Important: the way people sound/talk shapes the assumptions we make (often in problematic and erroneous ways).

C.f. Celia in Shakespeare: "I cannot [can't] go no further."

folk theory vs language theory:

linguistic theory: there's not one "good language," there are multiple dialects we draw on to make meaning

folk theory: a "top down" approach, w/ a "good language" that we all aspire to (this is where standard language ideology comes from)

Standardized english = unicorn English. "We agree on it, it doesn't exist." Cites @AsaoBInoue (2006) to show that other languages are subordinated / seen as less valuable

Possible solution is to teach standardized English as "business English." But really, "business" = "white, rich, northern, male."

Another possible solution is to teach codeswitching! Still nope.

Codeswitching is grounded in assumption that one English is better (c.f. @aprilbakerbell's recent work).

Also? Sometimes students' home language is actually more complex.

Okay! So, @jessgrieser asks, what do we do now?

1) Be familiar w/ the language varieties you might encounter (here @UTKnoxville, it's African American English and Appalachian English)

2) Invite students to think about language (esp. assign stuff that's in "nonstandardized" English and ask students to talk about it!)

3) Think about assessment! Backward design: How much does language matter, or do students' rhetorical choices matter more? Use rubrics to emphasize what's important and avoid overemphasizing minor language details.

3b) Assessment can include #ungrading. Pass/fail instead of different gradations and points/percentages

4) Explicitly teach students about standardization. Ask students to think about how standardized varieties as raced/gendered. "Have the hard conversations."

Offers up some resources (sorry, I'm missing some!) but recommends Rickford & Rickford and Smitherman, and the USC Appalachian English site: https://artsandsciences.sc.edu/appalachianenglish/

Great q. about how we avoid standardization in thinking about what counts as "successful delivery".

A. Who is the audience? How can we use language to reach them? Includes using multiple language varies to reach our rhetorical purposes

Q. about the emphasis on "technical English" for STEM papers

A. Teachers need to think about what's important to learn, what the "entry bar" is for students to get into a field, and what scaffolding we've provided for students.

Q. about how we can teach young kids grammar & spelling in a way that doesn't emphasize who is right vs. wrong?

A. Teach kids to language, to "just have fun" w/ it. How can kids play w/ language without worrying about the rules and tests?

Concluding, @jessgrieser points out that she often helps students understand the language choices they're making, w/o penalizing them, and invites them to be on the "vanguard of language change".

Whew, and we're done! Tough to keep up with (I'm sure I missed some stuff), but it was a great talk! Thanks @jessgrieser