"Embrace Every Accent, Celebrate Every Voice: A Journey into the Melodic Tapestry of Linguistic Diversity."

"Embrace Every Accent, Celebrate Every Voice: A Journey into the Melodic Tapestry of Linguistic Diversity."

Empower Voices, Embrace Accents: Celebrating Linguistic Diversity

4961106-91440100

right543100Empower Voices, Embrace Accents:

Celebrating Linguistic Diversity

Voices United: Embrace Diversity

Celebrate Linguistic Richness

Table of Contents

TOC o "1-3" h z u Introduction PAGEREF _Toc151905480 h 4The Value of Linguistic Diversity PAGEREF _Toc151905481 h 4The Impact of Accent Stigmatization PAGEREF _Toc151905482 h 5Dominant Ideologies in Language: Who Controls the Narrative? PAGEREF _Toc151905483 h 6The Media's Role in Accent Representation PAGEREF _Toc151905484 h 7Celebrating Voices Through Language Policies PAGEREF _Toc151905485 h 8Expressing Protest with Passion: PAGEREF _Toc151905486 h 9The Role of Activism in Linguistic Equality PAGEREF _Toc151905487 h 10Social Justice and Colonialism: PAGEREF _Toc151905488 h 11Critical Analysis: PAGEREF _Toc151905489 h 12Conclusion PAGEREF _Toc151905490 h 13References PAGEREF _Toc151905491 h 14

Introduction

In a world enriched with cultural diversity, our voices reflect the myriad hues of our collective heritage. Linguistic diversity is like a rich tapestry woven from countless accents, each a testament to the variety of human expression. From the melodic lilt of a Caribbean dialect to the resonant cadence of a European inflection, our world is filled with a symphony of voices, each carrying its speakers' unique history, traditions, and narratives. However, I find it concerning that the short courses industry claims to "improve" accents. Embracing every accent goes far beyond differences in pronunciation; it means honoring the diversity of human experiences encapsulated within the nuances of speech. These courses, in my view, risk promoting a singular, standardized way of speaking, undermining the beauty and cultural significance of diverse accents. While communication skills are essential and beneficial, attempting to eradicate or alter accents implies a disregard for the richness and depth they bring to our global community. Instead of focusing on changing accents, we should celebrate and respect the authenticity and diversity they represent.

My research explores the complexities of language marketing, challenges the concept of "native speakers," and discusses the commodification of language on a global scale. I argue against using such categories, advocating for a more holistic perspective on language. In our interconnected world, the significance of linguistic variety cannot be overstated.

A concrete example illustrating the challenges in language marketing emerged on a social media site through an advertisement. This promotional content made bold claims, promising swift fluency with statements like, "Discover the Power of Your Voice in English! Ready to unlock your English language potential and explore diverse accents?" (UnlockYourVoice Inc. 2023). This advertisement exemplifies a broader trend in the language education market where exaggerated promises are made to attract prospective learners. Education can equip individuals with critical thinking skills to discern and evaluate the authenticity of marketing claims regarding language learning. Teaching media literacy helps learners analyze advertisements critically, enabling them to question exaggerated promises and understand the nuances of linguistic diversity. Educational institutions can actively promote linguistic diversity by incorporating diverse accents and languages into their curriculum. By showcasing the richness and value of various accents, education can counteract the notion that one accent is superior to others. This fosters an environment where students appreciate and respect diverse linguistic expressions.

The Value of Linguistic DiversityIn a world teeming with varied cultures and languages, the fabric of mankind is delicately intertwined with a plethora of linguistic threads; each dialect gives a distinctive hue to the mosaic of cultural identity. Various worldwide cultures are represented by anthroposphere-spanning languages and accents, ranging from the rhythmic rolling of Spanish r's to the delicate cadences of a Caribbean lilt. Accents are linguistic treasures that capture the soul of a people via their language. They go beyond merely regular linguistic quirks. These distinguishing characteristics capture the historical experiences and recollections of previous generations. A language's phonetic qualities, intonations, and inflections can reveal endurance, migration, assimilation, and cultural heritage historiographies.

The variety of accents reflects the diversity of cultures surrounding us. Like mosaics, our communities are most aesthetically beautiful when they display various language and cultural influences. They serve as a potent reminder that the global society comprises multiple cultures rather than a united one. The conversation is enriched by the diverse perspectives and forms of thinking and expression that come with learning another language. It promotes interpersonal bonds and removes barriers to successful communication. When people seek to understand and embrace one another's dialects, a community is formed in which every voice is heard and valued.

The Impact of Accent StigmatizationAccent stigmatization, manifested through verbal criticism based on dialects, is a subtle yet harmful form of prejudice that harms individuals and erodes the vital fabric of linguistic variety within communities. When accents are wrongly perceived as indicators of intelligence, skill, or social position, it perpetuates a cycle of prejudice with tangible consequences.

Consider the plight of a hardworking immigrant professional whose accent becomes a barrier to consideration for a promotion. Accent discrimination extends beyond mere workplace dynamics; individuals who speak non-native languages often face mockery and dismissal, leading to a plummet in self-esteem. This, in turn, diminishes their inclination to speak up or feel comfortable expressing themselves. Pronunciation issues can limit job advancement and create hurdles in securing interviews.

Express English Mastery," featuring a slogan proclaiming, "Speak Perfectly, Succeed Unquestionably!" (Smith, LanguageMarketingReview, 2023)

This slogan implies a direct correlation between speaking with a specific accent and achieving success, perpetuating that linguistic competence is tied to a particular way of saying. This aligns with the broader trend in language marketing, where success is equated with a standardized accent, contributing to the marginalization of diverse linguistic expressions.

The linguistic cause I would like to address in my assignment revolves around accent stigmatization and the detrimental effects it has on individuals and the broader societal fabric of linguistic diversity. Accent stigmatization refers to the negative bias or discrimination directed towards individuals based on their accents or dialects. This issue is pervasive across various spheres, including workplaces, social interactions, and even in marketing strategies. It unfairly judges individuals, attributing intelligence, competence, or social status based on the way they speak. This discrimination not only hampers professional growth but also affects self-esteem and the ability to communicate effectively.

One of the key aspects to consider is how accent stigmatization affects immigrants or individuals speaking non-native languages. They often encounter barriers in job opportunities, face ridicule, and are unfairly judged, leading to a decline in confidence and reluctance to express themselves fully. This directly impacts their professional growth and integration into society.

Dominant Ideologies in Language: Who Controls the Narrative?The influence of dominant ideologies in shaping the narrative surrounding language is profound, as they dictate which voices and accents receive validation and prominence within society. This hierarchy, often privileging specific languages or accents, simultaneously marginalizes others, exerting control over the linguistic narrative (Booker, 2020).

This control over language narratives is deeply ingrained within societal structures, with institutions, media, education, and cultural norms playing pivotal roles in perpetuating dominant ideologies. They not only elevate particular languages or accents as the standard but also label them as superior or more prestigious. Consequently, these dominant languages or accents become benchmarks against which others are measured, establishing a dichotomy between what is considered acceptable or "proper" and what is perceived as deviant or inferior (Barros et al., 2020).

The consequence of this linguistic hegemony is the vulnerability faced by voices outside the accepted norms. Individuals speaking non-dominant accents or languages encounter numerous challenges, from societal biases to limited access to resources and opportunities. Linguistic hegemony becomes a barrier to equal participation and representation, excluding and marginalizing diverse linguistic expressions. This engenders a sense of inadequacy and insecurity among those whose voices do not conform to the dominant standards (Sansom, 2022).

An online banner from the "Global Linguistic Hub" advertising, "Fluent English, Master the Standard, Master the World!" (Jones, MultilingualTrends, 2023)

Relevance: This advertisement suggests a singular linguistic standard linked to global mastery, reinforcing that only specific accents are synonymous with linguistic proficiency and international success. Such messages contribute to accent bias by emphasizing a particular linguistic norm, overlooking the rich tapestry of global accents.

Addressing linguistic stratification requires challenging and reshaping dominant ideologies that dictate linguistic norms. This involves acknowledging the inherent value and diversity in every voice dismantling hierarchies that undermine linguistic equality. Through an inclusive approach, education acknowledges and celebrates linguistic diversity as a valuable asset, not a deficit. By cultivating environments where all voices are respected and provided equitable opportunities for expression, education shifts the paradigm towards inclusivity. It empowers learners to appreciate diverse narratives, contributing to a more equitable linguistic landscape that honors the richness each voice brings to our collective tapestry.

The Media's Role in Accent RepresentationWhile serving as a powerful disseminator of information, the media occasionally reinforces pre-existing preconceptions about accents, significantly contributing to accent stereotypes. Instead of authentically portraying the full spectrum of human speech, the media's representations of accents tend to be restricted and formulaic, perpetuating misconceptions and biases.

In media depictions, a person's dialect is often unfairly linked to social position, intellect, or malevolence, providing a source of both amusement and reinforcement of stereotypes. Characters with specific accents may be mistakenly considered less intelligent or skillful than those without such linguistic nuances. Meanwhile, individuals in positions of experience or authority are sometimes portrayed with "standard" or "prestigious" accents, further reinforcing a biased speech pattern hierarchy.

A sponsored post on social media by "DiverseVoices Language Institute," promising, "Discover the Secret to Polished English - Uncover Your Accent's Hidden Flaws!" (Garcia, LinguisticInclusionMagazine, 2023)

Relevance: This marketing message plays on the notion that certain accents have inherent flaws, perpetuating accents by suggesting conformity to a specific accent is essential for linguistic perfection. By framing accents as having "hidden flaws," the advertisement stigmatizes diverse linguistic expressions, reinforcing harmful stereotypes.

Celebrating Voices Through Language PoliciesI protest against the imposition of language regulations that fuel discrimination and suppress linguistic diversity. Such policies often perpetuate biases and hinder inclusion, neglecting the richness of regional languages and diverse accents. Instead, I advocate for policies that prioritize preserving regional languages and explicitly forbid accent-based discrimination in workplaces and public spaces. By implementing fair evaluation procedures and offering awareness training, organizations can combat dialect bias and promote the value of linguistic variety.

Communities should celebrate each accent, fostering an understanding of diverse languages and appreciating their uniqueness. Policies that encourage this mindset create friendlier, safer spaces where linguistic diversity thrives. I oppose regulations that stifle diversity and advocate for inclusive policies that celebrate the multitude of voices, building a harmonious society where every accent is recognized and valued.

Expressing Protest with Passion:Anger simmers within the core of this protest, ignited by the profound inequalities entrenched within our linguistic norms. This seething resentment is directed at a system that commodifies accents, relegating some to the sidelines while elevating others based on market viability. It's a vehement outcry against societal constructs that marginalize accents, deeming them less worthy, less respectable, and less deserving of recognition (Sansom, 2022).

This indignation springs from witnessing the vulnerability of voices that do not conform to dominant linguistic standards. It's an anger fueled by empathy, acknowledging the struggles faced by individuals whose accents are dismissed or ridiculed and whose linguistic diversity is trampled upon by the weight of societal biases.

I protest against the perpetuation of entrenched ideologies that uphold linguistic hierarchies, leading to discrimination. Educational reforms are crucial, but current curricula often neglect linguistic diversity, failing to validate the significance of diverse accents and languages. Workplaces commonly overlook employees' linguistic talents, fostering exclusion instead of appreciation.

Legislation advocating linguistic equality is necessary, yet the absence of legal safeguards against accent-based discrimination in education, employment, and social settings perpetuates inequity. This lack of legal protection allows biases to persist, denying individuals fair opportunities and fostering an environment where discrimination based on accents thrives. I protest against these systemic failures that hinder progress toward inclusivity and equality for all linguistic backgrounds.The Role of Activism in Linguistic EqualityGlobally, the surge in groups and initiatives committed to eradicating discrimination based on dialect and championing linguistic equality underscores the imperative of cultivating inclusive cultures that value the perspectives of all individuals. As exemplified by initiatives like the Accents Project and Accents Alliance, Grassroots efforts have advocated for linguistic equality. These endeavors provide educational materials, conduct seminars, and launch initiatives to mitigate prejudice against those who speak with an accent. Leveraging digital and physical platforms, these networks share personal stories, challenge entrenched assumptions, and propose innovative solutions to the challenges faced by those with diverse linguistic backgrounds.

Simultaneously, the work of legal activists has played a pivotal role in mitigating bias against individuals speaking uncommon dialects. Activists have rallied for laws and legislation explicitly prohibiting discrimination based on linguistic competence. Consequently, advocating anti-discrimination legislation becomes crucial, aiming to protect those who speak different languages and foster equal opportunities for all. Education serves as a catalyst for raising awareness about linguistic equality. It plays a pivotal role in fostering inclusive mindsets by integrating diversity education into curricula. By teaching the value of linguistic diversity, promoting empathy, and discussing the impact of accent discrimination, education cultivates a generation attuned to embracing varied accents. Schools can offer workshops, discussions, and diverse literature to illuminate the richness of linguistic differences. By empowering students to appreciate diverse accents and languages, education nurtures an ethos of inclusivity, challenging biases, and fostering respect for all linguistic backgrounds. Thus, education becomes instrumental in shaping a society that values and celebrates linguistic diversity.

Identifying Allies and Pedagogical Implications

Allies in advancing linguistic equality include educators, linguists, community leaders, and advocacy groups. Educators can champion this cause by incorporating diverse accents into teaching materials, fostering discussions on linguistic diversity, and organizing cultural exchange programs. Linguists offer expertise, validating the value of diverse accents. Community leaders and advocacy groups amplify the message, advocating for inclusive policies and organizing awareness campaigns. Pedagogical implications involve creating inclusive classroom environments, promoting literature showcasing diverse accents, and facilitating open dialogues. Collaborative efforts among these allies can drive societal change, nurturing respect for all accents and languages within educational settings and beyond.

Social Justice and Colonialism:The connection between accentism and colonialism is deeply rooted in historical power dynamics and social hierarchies. Colonial influences have significantly shaped linguistic norms, establishing a hierarchy that privileges certain accents and languages over others. During the colonial era, the imposition of European languages as dominant and prestigious reinforced the notion that certain accents were superior, contributing to the marginalization of indigenous languages and accents.

Social justice implications of accents are profound, as they perpetuate inequality and reinforce existing power structures. Individuals with accents deemed non-standard often need help in education and employment, limiting their opportunities for advancement. The devaluation of certain accents contributes to the erasure of cultural diversity, reinforcing a Eurocentric linguistic standard. Accentism, deeply entwined with colonialism's historical power dynamics, is a critical concern for social justice due to its perpetuation of inequality and the reinforcement of existing hierarchies. The discriminatory treatment of accents, rooted in colonial legacies, creates barriers in education, employment, and representation. Individuals with non-standard accents face marginalization, limited opportunities, and systemic biases, hindering their socio-economic advancement. This perpetuates a cycle of inequality, erases cultural diversity, and upholds a Eurocentric linguistic standard, denying equitable access and reinforcing social disparities. Addressing accentism is crucial for fostering inclusive societies where linguistic diversity is respected, and opportunities are accessible to all, irrespective of accent or linguistic background.

Critical Analysis:While advocating for linguistic equality is crucial, potential challenges and criticisms are associated with the proposed solutions. Institutional resistance poses a significant obstacle, as entrenched ideologies and traditional practices may resist educational and workplace reforms. Institutions may refrain from altering curricula or hiring practices, fearing disruption or perceiving these changes as unnecessary.

Additionally, there may be concerns about the consequences for teachers. Teachers with non-standard accents may fear potential bias and discrimination in educational settings, impacting their professional advancement. Implementing inclusive language policies could face pushback from educators accustomed to existing norms, necessitating comprehensive training and cultural shifts within academic institutions.

Furthermore, there is a need for nuanced approaches to avoid inadvertently reinforcing stereotypes. Shifting media representation, for instance, requires careful consideration to prevent tokenism or oversimplification of linguistic diversity. Balancing the promotion of linguistic pluralism with the risk of inadvertently perpetuating other biases is a complex challenge that demands ongoing scrutiny and adaptation of strategies.

In navigating these challenges, it is imperative to approach linguistic equality with sensitivity, openness to dialogue, and a commitment to dismantling deeply ingrained biases rooted in historical colonial influences.

ConclusionIn conclusion, achieving linguistic equality necessitates collaborative efforts to dismantle biases and embrace the rich spectrum of human expression. Grassroots initiatives, legal activism, and individual advocacy are vital in challenging discriminatory practices. Integrating diverse accents equips future generations with a broader perspective in education, while workplaces benefit from embracing employees' linguistic talents. Media representation championing linguistic pluralism fosters a more accepting society by breaking stereotypes. However, implementation faces challenges from deep-seated ideologies, institutional resistance, and media norms. Legal activism must translate into tangible societal changes, and individual advocacy requires overcoming ingrained biases. Despite challenges, immediate action is imperative to prevent the continued marginalization of diverse voices. These transformative initiatives pave the way for a future celebrating linguistic diversity, where every voice is valued for its unique contribution to our shared human experience.

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LANGUAGE IN A GLOBALISED WORLD

A LANGUAGE PROTEST:

TO CARE FOR LANGUAGE IS TO CARE FOR IDENTITY. TO CARE FOR IDENTITY IS TO CULTIVATE HUMANITY.

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CONTENTS

Introduction4

Why is this protest important?.......................................................................................................................5

What does the literature say about this?.......................................................................................................7

Which pedagogies may help counteract the monolingual trend with a specific reference to TESOL?........11

Translingual pedagogies........12

How may a translingual stance be negotiated in the TESOL classroom?....................................................13

Multicultural or culturally sustaining pedagogies (CSPs)..14

How may a multicultural stance be negotiated in the TESOL classroom?...................................................14

Who may we consider as our allies in implementing inclusive pedagogies?...............................................16

How can we sum up this new stance in the language learning classroom?................................................17

Introduction

This language protest is about the profound, but often ignored, relations between language, culture and the identity of individuals and the need to raise awareness of their entrenched nature in society and in the language learning classroom. In doing so, language teachers may adopt more equitable multicultural and translingual pedagogies that better equip learners for the globalized, or glocalized, (Robertson in Kumaradivelu 2006:6) world and that cultivate the linguistic and cultural diversity of its citizens while highlighting the common humanity that underlies their social practices of translanguaging (Garcia & Li, 2014).

I argue that a language teacher, as well as attending to the strictly linguistic practices of learners, may care for their becoming identity by deconstructing linguistic hegemony and by avoiding pedagogies that are too monolingualising, too white and non-inclusive by preferring those that cultivate translingual skills, multicultural awareness, empathy and solidarity. Furthermore, given their double role as linguists and educators, language teachers should also raise awareness in their institutions and classrooms about the standardization of language and the normalization of discriminatory language practices. This caring for language (Komska et al, 2019) may contribute to making the learning environment (and beyond) a welcoming and inclusive place.

Why is this protest important?

The need to care for language is pressing due to several factors. First, linguistic diversity is all around us yet TESOL pedagogies often seem to care little, on the one hand, for what it may positively contribute to the learning process, and as May (2013:2) points out, the acquisition of an additional language (most often, English) is seen as an ideally hermetic process uncontaminated by knowledge and use of ones other languages, and on the other, to what social justice concerns may arise should we ignore the multilingual fabric of our societies and the translingual practices of learners in our classrooms. The teaching methods are based on a view of languages as distinct and clearly separated from everything else the learner brings into the classroom including their own language resources and identities, both of which are fluid and social or embodied, ecological, extended and enacted (Komska et al, 2019:117). In fact, each learner has a social and educational background, a personal history, a culture or cultures, aspirations and ideologies and all this influences and informs their language learning which in turn informs a new identity in a process which is neither linear nor simple. This identity, at once personal and social, defined by Norton (2000) as multiple and dynamic (2000:162), may have significant effects on motivation (2000:156), speed of learning and overall acquisition as well as class dynamics so it would seem that a lot is at stake here and these issues should not be ignored by the curriculum designers nor the educators.

Secondly, language is not a subject among others. The language teacher cannot hope to transfer an editorially neat and complete package of linguistic data into the minds of the learners and send them off into the world with a pat on the back to get on with it! The students ought to develop their translingual skills and intercultural understanding if they are to negotiate a multicultural world in constant flux. Moreover, they need to be made aware that having an English language certificate in their hands, although undoubtedly useful, will not necessarily be a passport to mobility, mutual respect and inclusiveness once outside the classroom and that due to the embodied nature of language prejudice, they may still be othered.

These issues have been addressed by scholars of sociolinguistics, philosophy of education and in the field of SLA, however, it is important that teachers too are educated on these matters during training as they are likely to unknowingly reinforce harmful othering stereotypes and misguided theories about language and language learning in the classroom.

What does the literature say about this?

The need to care for language stems from the realization of several key relations between the speaker and the language and the wider social context. On the one hand, language belongs to a body that speaks it and on the other, it does not. Language seems to be closely tied to culture and heritage and conversely, one may speak a language which carries a culture that is not ones own. What is at the root of these puzzlements?

Although a speaker may use their home language according to the situation and thus use a range of codes and registers, it is unlikely they pay much attention to them as they are part of their instinctive way of being in the world, their linguistic comfort zone as noted by Rymes (2020:185). As a learner of a second language, however, a person uses a repertoire that is at once an experience that is fully theirs (i.e. they are learning to use it, produce it and are the active subjects of the learning experience) and, at the same time, an expression of something other. Derrid (1996), noted how even his mother-tongue French, his only language, was other, not his own, in a colonized Algeria, it was the French of proper instruction and, like for Derrid himself, this can cause bewilderment and even a sense of loss of identity.

This otherness of the target language is based on an ontology of language that has several features. Firstly, it presupposes a neoliberalist view of languages as distinct entities with defined boundaries, often associated with a territory or nation. They are ideological and institutional constructs (Blommaert, 2010:102). Similarly, Piller (2015) reminds us how this simplistic view of language as bound also applies to variants and that the names we give them describe fictitious boundaries, offering up a misleading picture that ignores how significantly these practices vary. In fact, in todays world, languages are rarely employed in a single and static geographic location and, as Kumaravadivelu (2008:4) points out, the current phase of globalization entails the dissolution of borders both in the physical and the cultural sense, a process further intensified by the global tools of digital communication and media. Furthermore, this anachronistic ontology of language presupposes that for a language to be learnt, one should acquire all the language, which aside from being impossible, is also unnecessary. Blommaert suggests the concept of truncated repertoires (2010:103) as a helpful sociolinguistic term to indicate the incomplete and mobile linguistic resources one acquires through life. Although critics of the term purported it reinforced a normative, hierarchical and monolingual view of language as a complete entity, one to be avoided in sociolinguistic inquiry (Flores & Lewis, 2016), it may still suitably describe the bits of language that we carry with us, pulling them out of our hats as needed in order to communicate in a given context. Furthermore, it alludes to a practice that may also prove useful in a translingual approach to TESOL in which strategies that utilize the whole of learners communicative repertoires are welcomed into the classroom (Pennycook, 2008, Kasun Gajasinghe, 2021). However, these mobile semiotic resources, part of our biographical linguistic make-up, may only be productive and inclusive if language learning is not equated with native-like competence. In fact, it is precisely this comparison with what Hall calls the N language where the N suggests national, named, native, and normed (2020), that may hinder a learners efforts and indeed those of teachers if they are to teach learners language skills that are truly useful in todays globalized world. (see section below)

The otherness of the new language is further accentuated if it is seen as something to be acquired in view of its superior value compared to the home language, as a symbolic asset one is lacking to function in the target market (Bordieu,1977:651). Hence, the home language of the speaker is devalued, it moves down in the linguistic hierarchy and this othering is not limited to non-dominant languages but also involves language variants and accents (Lippi Green, 2012).

One of the effects of this hierarchy is that the identities and cultures of multilingual speakers of marginalized languages are poorly represented and they may be left feeling odd and othered in the classroom and elsewhere.

Recent efforts have been made in higher education to introduce syllabi to attract these unrepresented students to their graduate programs. Alim, notes how it is not enough to make school programs relevant to these students but it is also necessary to sustain the culture and the very lives of the students and their communities (2020:152). However, Nussbaum, (1997) holds, that the rise, for instance, in African-American studies in American colleges in the interest of forging a cultural identity for these students, may also be problematic as it highlights the idea that ones identity must be sought first and foremost in a racially based group identity, rather than in a larger world identity (Nussbaum, 1997:168). She suggests university education best prepares students for the twenty-first century world when it acknowledges the contributions of all its constituent groups in a truly inclusive academy that cultivates humanity and understanding with emphasis on the study of languages, humanities and the classics.

Scholars such as Canagarajah (2013:20) and Buchaz & Hall (2005) trace the language/culture/ethnicity link back historically to the rise of nationalism in the Romantic scholarly tradition, the latter warning against an essentialist view of languages as necessarily separate and non-overlapping (2005:374). Kumaravadivelu, who suggests communities be seen as multicultural mosaics rather than monocultural cocoons (2008:5), shares this non-essentialist ideal and points the finger at the fortunes of the so-called Sapir/Whorf hypothesis for exaggerating the link between language and thought and, therefore, culture. He argues, by way of example, that nuances of non-western culture are expressed perfectly well by writers using the medium of English (2008:22) a view reiterated by Morrisson who, when asked whether she would write about topics other than race, replied: as if our lives had no meaning, no depth without the white gaze (1998:4:30). On a similar note, linguists have uncovered how ethnicity is often lost in translation and how the classics, in their outdated original translations into English from the Greek or Latin, are full of translation choices that reflect the elitist white gaze, a whitewashing that depicts peoples that were clearly non-white, as white (Harloe, in 2020:03:31). Even the choice of what to include as a classic work of literature is problematic as the resulting list is rarely inclusive of, nor attractive to marginalized learners (ibid, Tobi Kyeremateng 10:00).

In cultural circles and in education, the issue of the monolingual white gaze as coined by Nobel Tony Morrisson (1993), is pressing as it underlies a widespread historical attempt to normalize racial othering and to establish the standardized white language and its culture as the norm against which all others are measured. This practice has become institutionalized in state and private education and TESOL is no exception, with its blind faith in the superiority of one language (Philipson, 2016:43). This one language being a monolithic, essentialized standard English as detailed above, one that does not cater for the meaning that secures () our human difference the way in which we are like no other human life (Morrison, 1993). Kramsch (2006) warns of a dangerous traffic in meaning underlying monolingualism. Gramling, follows by stating that the invention of monolingualism is not related to the dominance of one language but is a translational concept that extends to other languages too, all bowing at the service of TNCs managing meaning across languages (Gramling, 2016). The danger then is not that of the replacement of heritage languages with the dominant language but the effacement of multiple meanings across languages. Naturally this homogenization of meaning is driven by profit and cares little for the human side of language, the subtleties and narrative qualities of which are brushed under the carpet of translatability.

The effects of these narrow choices in education and of a monolingual approach that sidesteps the challenges involved in creating more inclusive pedagogies, may be demotivating for the individual learner and also have far-reaching consequences for social justice. In fact, the named language may not always deliver what it promises to all speakers: social and geographical mobility, freedom, equality, independence and monetary gain. For any state, a monolingual setting makes it easier to manage the life of existing and potential citizens and indeed presumed loyalty to, or membership of, a state is often measured by the linguistic repertoires of applicants seeking political asylum. As in the distressing narrative of Joseph, a tormented young refugee from Rwanda, discussed by Blommaert (2010:156), the linguistic practices of an individual continue to be seen as markers of geographical and political states. Similarly, Piller mentions several examples of linguistic injustice that are direct consequences of entrenched monolingual attitudes and territorial principles that tie a particular abstract language to a particular place (2017:33). According to Badwan, (2020:16) to address similar social justice concerns, linguistic diversity should be conceptualized through an ontology of unmooring which offers the potential for caring for language and for recognizing its fluid presence in place.

Which pedagogies may help counteract the monolingual trend with a specific reference to TESOL?

I will try to answer this question by briefly examining two pedagogies:

translingual pedagogies

multicultural or culturally sustaining pedagogies.

Subsequently, drawing from each, I will describe how things could be done differently in the language learning classroom to promote caring for language and the cultivation of human identity among teachers and learners.

Translingual pedagogies

Translingual, as opposed to multilingual, pedagogies are purported to value and draw on the repertoires of learners that go beyond the rigid divisions between named languages and that describe the creative,fluid,andhybridlanguagepractices of multilingual speakers (Garcia & Wei, 2014). Some critics of the term, however, hold it is theoretically unclear how these practices differ from code-switching (Bhatt & Bolonyai 2019:19 in Stroud & Kerfoot, 2020) or precisely how they move beyond the divisions of languages. The above criticism derives from their belief in a rigid separation between languages, each one with its own grammar. Others such as Makoni & Pennycook (2007), argue that bilinguism, multilingualism and translanguaging itself, make little sense if one abandons the notion of named languages, suggesting the term languaging might be more suitable.

Despite the continuing ontological and terminological debate, in practice, translingual pedagogies encourage learners ability to effectively communicate meaning using these resources seamlessly and they refuse to engage in the hierarchy of named languages, although acknowledging its effects in society. In fact, a shift in focus occurs from correct language production to communicative competence and greater sociolinguistic awareness (Barros et al. 2020).

Gramling (2016), also suggests that raising awareness of the aforementioned subtleties of meaning is key in todays world, and translingual pedagogies that rehabilitate collaborative human translation as a reflective and identity-forming process, such as the one detailed in his article Whose Crisis in language?, may be implemented to do this. As translation in the classroom has long been frowned upon due to, among other things, the dominance of CLT with its insistence on exclusive use of English and the preference for native monolingual speakers who may not be well-versed in the learners tongues, it has been relegated to the sidelines of TESOL. Scholars such as Pennycook, however, hold that English is always a language in translation and as such, needs to be taught in its relation to other languages if we are to provide learners with the skills they need to negotiate the traffic of meaning (2008:33).

How may a translingual stance be negotiated in the TESOL classroom?

Although they may recognize the value of translingual pedagogies, teachers, may protest that allowing other languages into their classes would involve a lot of preparation. I feel, however, that besides more complex projects involving collaborative translation such as Gramlings as mentioned above, a few simple activities could be introduced such as having the learners themselves create multilingual vocabulary maps and posters, thus employing translingual skills, or suggesting learners use graded readers with parallel translations and videos with subtitles for home study. As a general stance, that involves little preparation at all, educators might welcome and value the use of translingual resources when learners complete a communicative task (Barros & Domke, 2020; Gajasinghe, 2021) and be aware of shared languages when grouping students. These small changes in classroom management may help value and develop learners identities while furthering their language repertoires.

Multicultural or culturally sustaining pedagogies (CSPs)

In education, the term multicultural, like many similar terms, is ambiguous. The National Association for Multicultural Education in the US provides the following definition of multicultural education: it prepares all students to work actively toward structural equality in organizations and institutions by providing the knowledge, dispositions, and skills for the redistribution of power and income among diverse groups. Thus, school curriculum must directly address issues of racism, sexism, classism, linguicism, ablism, ageism, heterosexism, religious intolerance, and xenophobia () teachers and students must critically analyze oppression and power relations in their communities, society and the world.

The key word in the above mission statement is critically, in fact, without critical analyses, multicultural pedagogies might suggest a juxtaposed presentation of diverse and separate cultures without examining the histories of power and struggle between them and their reciprocal influence on one another. Bonny Norton, warns of the danger of exoticizing multiculturalism rather than critically engaging it (2013:180). Moreover, in mainstream education, the standardization of cultures and their presentation in binary terms such as Eastern/Western, Black/White, for example, has perpetuated an incomplete and superficial picture of how cultures blend and merge in our globalized world where people move around the globe both literally, and virtually in digital spaces (Blommaert, 2010). These stereotypical labels may also betray a normative stance carried forth by the historical colonial project of the English language (Kumaravadivelu, 2006; Stroud, 2020).

How may a multicultural stance be negotiated in the TESOL classroom?

A critical multicultural syllabus must involve discussions that challenge monolingual underpinning of culture. Multicultural teaching should underline that sameness and difference, the raw material of identity, do not exist apart from the ideologies and practices through which they are constructed (Bucholtz & Hall, 2005). Furthermore, educators should also be aware of the way marginalized identities may affect learners investment in the target language (Norton, 2013:170), of those who remain silent in the classroom and why. As Alim urges, new more equitable and culturally sustainable pedagogies need to be implemented, to foster and sustain linguistic, literate and cultural pluralism as part of schooling for positive social transformation (Alim & Paris, 2017:2).

The materials used and the language taught and modelled by the teacher ought to avoid stereotypes (Komska et al, 2019: 93-94), whether they be ethnic, religious, cultural, of gender or class (a non-exhaustive list!). Caring for language may indeed unlock the door to a complex potential transformation of the social world (ibid, 2019:110). Therefore, TESOL educators should strive to empower the voices of all their students against issues of social justice and prejudice that may affect their life choices, and the first step to making the right choices is knowledge that is as honest and unbiased as possible.

Who may we consider as our allies in implementing inclusive pedagogies?

In implementing more inclusive pedagogies, teachers may call on a number of allies thus broadening the scope of their efforts and rendering the effects on social justice more profound and far-reaching.

In TESOL, colleagues may be consulted and pedagogies may be discussed, both formally in staff meetings, and informally outside the staffroom. Suggestions for activities to raise awareness on social aspects of language may be posted on staff notice-boards and shared on forums, as well as reports on their efficacy following their implementation in the classroom.

Learners will become natural, albeit at times critical, allies of the need to care for language if they are stimulated by their teachers to do so by signposting and debating non-equitable language and language ideologies. In turn, they may speak to their friends and families about these issues and possibly even conduct a citizens arrest (Rymes, 2020) when non-inclusive and/or hurtful language is used in their presence, or language shaming is witnessed.

In literature and the arts in general, writers and artists who challenge the dominant monolingual views of language and the stereotypes of identity, may be considered allies and their texts and works may be discussed in class, serving as powerful narratives that underscore both the common humanity and the political struggle for social justice of their protagonists.

How can we sum up this new stance in the language learning classroom?

In conclusion, I would suggest the E in TESOL might also stand for Empathy and Empowerment as we contribute to the formation of socially aware multilingual world citizens, the supposed goal of teaching English in our globalized world, and perhaps that of all (higher) education.

References

Alim, S. H., Paris, D., (2017), What is Culturally Sustaining Pedagogy and Why Does It Matter?, in Kinloch, V.et al.(2017)Culturally sustaining pedagogies: teaching and learning for justice in a changing world. Edited by D. Paris and H. S. Alim. New York: Teachers College Press (Language and literacy series).

https://ebookcentral.proquest.com/lib/mmu/detail.action?docID=4902156.

Alim, S., (27/06/2020), Refusing the "White Gaze": Language, Race, and the Disruption of White Supremacist Ideologies

https://www.youtube.com/watch?v=rm41m38M6g4Badwan, K.,(2020)Unmooring language for social justice: young people talking about language in place in Manchester, UK,Critical Inquiry in Language Studies,DOI:10.1080/15427587.2020.1796485Barros, S., Domke, L.M., Symons, C. & Ponzio, C.,(2020),Challenging Monolingual Ways of Looking at Multilingualism: Insights for Curriculum Development in Teacher Preparation,Journal of Language, Identity & Education, June, 2020.

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Komska, Y., Moyd, M., Gramling, D., (2019), Linguistic disobedience: Restoring power to civil language. London: Palgrave Macmillan.

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pp. 99 104.

Kumaravadivelu, B., (2006), Dangerous Liaison: Globalization, Empire and TESOL, in: Edge, J., (Eds.), (Re-)Locating TESOL in an Age of Empire. Language and Globalization, London: Palgrave Macmillan,

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Kyeremateng, T., (2020), Othering through the centuries: Translation to acronyms, BBC Sounds podcast, Words of Mouth,10:00 14:40, https://www.bbc.co.uk/sounds/play/m000lgkbLippi-Green, R. (2012). English with an Accent: Language, Ideology and Discrimination in the United States. New York: Routledge,https://doi.org/10.4324/9780203348802Makoni, S., Pennycook, A.,(2005)Disinventing and (Re)Constituting Languages,Critical Inquiry in Language Studies,2(3),pp.137-156,

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https://doi-org.mmu.idm.oclc.org/10.4324/9780203113493Morrison, T., (1993), Nobel Lecture December 7, NobelPrize.org., Nobel Media AB 2021, https://www.nobelprize.org/prizes/literature/1993/morrison/lecture/The National Association for Multicultural Education, (no date), Definitions of Multicultural Education, (date accessed 08/05/2021)

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Rymes, B., (2020),How we talk about language: exploring citizen sociolinguistics. Cambridge, United Kingdom: Cambridge University Press. https://doi.org/10.1017/9781108770194Stroud, C., Kerfoot, C., (2020), Decolonizing Higher Education. Multilingualism,

Linguistic Citizenship and Epistemic Justice., in Bock, Z., Stroud, C. (Eds.), Languages and Literacies in Higher Education: Reclaiming Voices from the South. London: Bloomsbury.