Language Diversity in the Classroom: Insights from Sociolinguistics

Students bring diverse linguistic backgrounds to the classroom, reflecting the many ways that language is used in society. Linguistic diversity can sometimes be seen as a pedagogical challenge, because teachers need to help all students achieve the same learning outcomes and standards, which are grounded in a very specific way of using language (Standard American English). However, from the point of view of sociolinguistics, a sub-discipline of linguistics, language diversity is not a challenge. Rather, it is a normal part of human societies that invites curiosity and appreciation. This presentation addresses language diversity in the classroom in two ways. First, fundamental insights from years of sociolinguistic research will be shared, including the recognition that all ways of using language are equally rule-based, and that beliefs about the inherent superiority of Standard American English, or any other way of using language, are prescriptive social judgements, not descriptive linguistic judgements. Second, the presentation will review classroom approaches that English language arts teachers might draw on to reflect these sociolinguistic insights, without ignoring the fact that students need to use Standard American English effectively in order to achieve benchmarks and succeed on high-stakes assessments. Such approaches include making space for translanguaging in writing, integrating critical language awareness into content, and finding opportunities to valorize linguistic diversity in the classroom and society. Attendees will leave the session with new ways of thinking about language and new ideas for making their own classrooms more supportive of students from all linguistic backgrounds.