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Enduring Patterns: Standard Languag...

Davila, Bethany Townsend.

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Enduring Patterns: Standard Language and Privileged Identities in the Writing Classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Enduring Patterns: Standard Language and Privileged Identities in the Writing Classroom./
作者:	Davila, Bethany Townsend.
面頁冊數:	163 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
Contained By:	Dissertation Abstracts International72-08A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3458834
ISBN:	9781124669441

Enduring Patterns: Standard Language and Privileged Identities in the Writing Classroom.
Davila, Bethany Townsend.

Enduring Patterns: Standard Language and Privileged Identities in the Writing Classroom. - 163 p.

Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .

Thesis (Ph.D.)--University of Michigan, 2011.

This dissertation explores the indexicality (the ideological process that links language and identity) of "standard" edited American English (SEAE), revealing common patterns that associate privileged, white students with standardness and disassociate marginalized---especially African American--students from SEAE. Importantly, this project argues that SEAE both signals identity and is rhetorically constructed as linguistically neutral. Throughout this project, I examine the presence, perpetuation, and production of ideologies related to language, standardness, and privilege---specifically standard language ideology (SLI) and whiteness---in instructors' talk about student writing. These ideologies simultaneously justify the indexicality of SEAE and work to position SEAE as linguistically neutral, a positioning that masks the troubling indexical patterns described in this dissertation.

ISBN: 9781124669441Subjects--Topical Terms:

1018115
Education, Language and Literature.

Enduring Patterns: Standard Language and Privileged Identities in the Writing Classroom.
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520 $a Drawing on interviews with composition instructors about their readings of anonymous student texts, this project suggests that indexicality and standardness are mutually informative: the non/standard features of student texts operate as indexicals for student-author identities just as perceived student-author identities influence the reading of a text as non/standard. Additionally, this dissertation analyzes standard language discourse, the discursive production and manifestation of SL1, in order to better understand the rhetorical construction of linguistic neutrality. I argue that identifying and interrogating SLD allow for a critique of not only the perceived neutrality of SEAE but also SLI.
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