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Why We Need Translingualism: an Antiracist Approach in the Writing Center

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Why We Need Translingualism: an Antiracist Approach in the Writing Center Bates College SCARAB Honors Theses Capstone Projects 5-2021 Why We Need Translingualism: An Antiracist Approach in the Writing Center Sarah Townsend Raphael Bates College, [email protected] Follow this and additional works at: https://scarab.bates.edu/honorstheses Recommended Citation Raphael, Sarah Townsend, "Why We Need Translingualism: An Antiracist Approach in the Writing Center" (2021). Honors Theses. 340. https://scarab.bates.edu/honorstheses/340 This Open Access is brought to you for free and open access by the Capstone Projects at SCARAB. It has been accepted for inclusion in Honors Theses by an authorized administrator of SCARAB. For more information, please contact [email protected]. Why We Need Translingualism: An Antiracist Approach in the Writing Center An Honors Thesis Presented to The Faculty of the Program of Interdisciplinary Studies Bates College In partial fulfillment of the requirements for the Degree of Bachelor of Arts By Sarah Raphael Lewiston, Maine 5 May 2021 Raphael 2 AcKnowledgements This project would not have been possible without the support of my advisors, family, friends, and Bates community. Thank you, Dan. Our Monday meetings kept me sane throughout this process. I am so grateful for your advice, expertise, and guidance. I couldn’t have done this without you. Thank you, Bridget and Stephanie. Both of you always made yourselves available to answer questions and offer feedback during this crazy year. More than that, you inspired me to commit to this work. Thank you, Patti and Baltasar. You signed up to be my advisors without hesitation and helped get this project off of the ground. Thank you, Mom, Dad, and Mike. I doubt our daily phone calls were as helpful to you as they were to me, but you answered every time anyway. Thanks for the jokes and the care packages, the long walks with Sherlock, and your unwavering love. Thank you, friends. Each one of you found a way to make me feel like I was capable of not just completing this thesis, but that I could exceed my own expectations. Thank you, Bates students. By participating in this research, you shed light on systemic issues at Bates and contributed to change. Raphael 3 Table of Contents Chapter 1: Literature Review 6 Introduction 6 Multilingualism 6 Linguistic Racism 8 Translingualism 11 Code-switching 12 Code-meshing 14 Writing Centers 15 Linguistic Racism in Writing Centers 15 Translingualism in Writing Centers 18 Translingualism in Practice 20 Conclusion 21 Chapter 2: Methods 23 Introduction 23 Statement of Positionality 23 Overview 25 Survey 26 Survey Questions 29 Interviews 30 Interview Questions 33 Trainings 34 Conclusion 34 Chapter 3: Data 35 Survey Data Introduction 35 Survey Data Tables 35 Survey Data Commentary 43 Survey Data Graphs 45 Survey Data Commentary Conclusion 47 Interview Data Introduction 48 Interview Data Conclusion 71 Chapter 4: Trainings 73 Introduction to Trainings 73 Part 1: Defining Language Justice 74 Part 2: Translingualism Theory 79 Part 3: Translingualism Practice 84 Part 4: Statement of Antiracist and Inclusive Writing Support 90 Conclusion to Trainings 93 Chapter 5: Conclusion 94 References 104 Appendix 110 Participant Forms 110 Interview Transcripts 117 Facilitator Outlines 138 Raphael 4 Foreword As the culmination of my Interdisciplinary Major: Linguistics and Community Justice, I wanted my thesis to investigate inequities, develop tangible solutions, and invoke a sense of urgency to the issue surrounding us: linguistic racism. During my four years on Bates campus and in the Lewiston community, I have been able to work with multilingual students. Through my roles as a tutor and Student Manager in Academic Resource Commons at Bates and my community-engaged placements in Lewiston High School ELL (English Language Learners) classrooms, I engaged with students in the contexts of language and writing. My exposure to how multilingual students acquire language, navigate English-only classroom policies, and traverse the monopoly of Standard American English in academic settings guided me towards this thesis project. My connection to the Writing Center at Bates began with a short-term course taught by Dr. Dan Sanford and Dr. Bridget Fullerton titled, “Theory and Practice of Writing and Tutoring.” We covered the theoretical foundations of the writing process and peer tutoring in our daily meetings and then each entered a community partnership with a classroom in the Lewiston Public School system. This was the first time I met Ms. Patty MacKinnon, who changed the way I view ELL education. Within a crucible of theory and practice, I was encouraged to develop my own values regarding language justice and equity. These pivotal combinations of experiences shaped the way I perceive language, writing, and communication. Following the peer tutoring course, I crafted my proposal for my Interdisciplinary Major and, now, here we are. I have since found other individuals who are pushing us all towards inclusive practices and linguistic justice. Dr. Stephanie Wade, who brings self-reflection and expertise to every project she pursues, creates opportunities for this important work. In collaboration with both Raphael 5 Wade and MacKinnon, I helped lead and participate in Martin Luther King Jr. Day workshops which discussed relevant linguistic topics such as code-meshing and provided multilingual students an opportunity to write creatively with their own voices, fluencies, and cultures. These workshops continue to influence my perspective and philosophy regarding these important issues. Patti Buck is another individual pursuing justice, equity, and inclusion. Her course “Teaching and Learning English in the Community” prompted me to continue forming relationships in Lewiston with both students and faculty. Her other courses including “Education in a Globalized World” and “Ethnographic Approaches to Education” supplied a wide range of perspectives on the education system and its impacts on students, all of which contributed to my understanding and inspiration for this project. I have witnessed linguistic racism throughout my life even when I didn’t know that’s what it was. And, once I knew, I wanted to do everything I could to combat it. I’ve seen what happens when students are given a platform to express themselves without discrimination and are encouraged to evolve their fluencies without losing their identity in the process. Multilingual, multidialectal, and multicultural students deserve an educational path designed to empower them in all facets of their experience. I wanted this research project to be a catalyst for transformation—to be a narrative, representative of students’ experiences, a resource for peer tutors, and a guide for others to continue this work after I graduate. We need to do better and this is my call to action. Raphael 6 Chapter 1: Literature Review Introduction Until I am free to write bilingually and to switch codes without having always to translate, while I still have to speak English or Spanish when I would rather speak Spanglish, and as long as I have to accommodate the English speakers than having them accommodate me, my tongue will be illegitimate. I will no longer be made to feel ashamed of existing. I will have my voice. Indian, Spanish, white. I will have my serpent’s tongue—my woman’s voice, my sexual voice, my poet’s voice. I will overcome the tradition of silence. (Gloria Anzaldúa) Left unchecked, linguistic racism will persist. Negative language attitudes and racist stereotypes will continue to be embedded in our society, if unmitigated. We must strive to understand the systemic inequities and implement dynamic changes in order to transform the current structures. There is power in language and culture, strength in identity and community. When brought together, there is real potential for change. This literature review is designed to provide a foundation for understanding linguistic racism and to discuss terminology related to translingualism, including multilingualism, code- switching, and code-meshing. From there, we will dive into how translingualism works and what its role can be in the writing center. Multilingualism Language and communication are integral to our daily lives and lived experiences. The way we speak with one another and express ourselves to loved ones, to co-workers, to peers, to strangers, defines the way we form relationships and share ideas. Throughout history, groups of people have interacted with one another and communicated across linguistic and social differences. People who speak more than one language (multilingual), more than one dialect Raphael 7 (multidialectal), and identify with more than one culture (multicultural) transcend these linguistic and social boundaries because they possess fluencies that enable them to communicate with different groups of speakers. “Contrary to what is believed, most of the world’s population is bilingual or multilingual” and in fact, “monolingualism is characteristic of only a minority of the world’s peoples” (Valdés, 1990). Both xenophobia and fear of separatism have produced a narrative that monolingualism is a declaration of loyalty to the nation, yet there is no official language of the United States. Statistics also show that there is a growing number of multilingual speakers in the U.S.: “from 1980 to 2014, the percentage of Americans ages 18 or older who were multilingual rose from 9.2% to 15.7%” (American Academy of Arts and Sciences, 2020). This growth is also reflected by the number of English Language Learners (ELLs)
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