Linguistic Diversity from the K–12 Classroom to the Writing Center: Rethinking Expectations on Inclusive Grammar Instruction

Authors

Zoe Esterly, Saint Olaf CollegeFollow
Hannah L.W Swoyer, Saint Olaf CollegeFollow
Bridget A. Draxler, Saint Olaf CollegeFollow

Abstract

Language expresses our values and identities, but in educational spaces, multidialectical and multilingual students’ voices are often silenced in favor of Standard English (Lockett, 2019). As writing tutors and future language arts educators, we have developed a research-based inclusive grammar curriculum and classroom-based resources to expand the conversation surrounding linguistic inclusion. Guided by the principle that all students should be offered the opportunity to learn the conventions of Standard English, we advocate for inclusive teaching of Standard English grammar in K–12 classrooms and writing centers (Godley et al, 2015). Using previous research on multilingual students, linguistic inclusivity, and dialectical diversity, we created a website for K–12 classroom teachers that provides easily accessible, developmentally appropriate resources to normalize the idea that there is no single way to correctly write or speak English. These resources better prepare K–12 students to utilize writing center services, as both writers and tutors, once they reach higher education. Our lesson plans, worksheets, resource guides, and supplemental materials are designed to provide teachers with resources to have a conversation with students about the power and complexity of language and to anticipate the values of writing center work to support every writer to confidently use their own voice.

Recommended Citation

Esterly, Zoe; Swoyer, Hannah L.W; and Draxler, Bridget A. (2023) "Linguistic Diversity from the K–12 Classroom to the Writing Center: Rethinking Expectations on Inclusive Grammar Instruction," Writing Center Journal: Vol. 41 : Iss. 2, Article 4.
DOI: https://doi.org/10.7771/2832-9414.1940