Reversing Deficit Discourses

Around this time of year, I tend to do different talks around the university for faculty, staff or teaching assistants about dealing with linguistically-diverse classes in terms of teaching and learning.

I’ll often begin these sessions by talking about what faculty, staff or TAs can do to help avoid the deficit discourses around international students and ESL/EAL students at our universities. It’s a matter of framing: international students are often characterized as lacking language or cultural skills, but I encourage folks to remember that international students are actually in the process of adding language varieties and cultural know-how to their repertoire.

Then I bring out my most cited of Bourdieu quotes–“academic language […] is no one’s mother tongue” (Bourdieu et al., 1994, p. 8)”–and remind everyone that all students are in the process of acquiring academic and English and the language of their discipline. Depending on their linguistic background, some students from non-English-speaking backgrounds just have a bit farther to travel than those raised and educated using English to add Canadian Academic English to their repertoire of languages.

None of this is particularly revolutionary, but it can be a bit of a reframing of things for folks who don’t spend all day thinking about language and working with people developing their English language proficiency. The monoglot ideology (Silverstein, 1996) is really prevalent in of English Canada: in general, English Canadians are really not very successful language learners, and tend to fall into the “everyone else can speak English so why should I learn anything else?” trap. Even in places with a lot of cultural diversity, a real embracing of linguistic diversity, valuing multi/plurilingualism, on behalf of the whole population –including monolingual English speakers, and not just those who happen to speak a non-English heritage language at home–doesn’t necessarily follow. The lack of linguistic diversity on the CBC is one example of this. 

 

Bourdieu, P., Passeron, J.-C., & Martin, M. D. S. (1994). Academic Discourse: Linguistic Misunderstanding and Professorial Power (1 edition). Stanford, Calif: Stanford University Press.

Silverstein M. (1996). Monoglot “standard” in America: Standardization and metaphors of linguistic hegemony. In D. Brenneis & R. Macaulay (eds.), The matrix of language: Contemporary linguistic anthropology, 284–306. Boulder, CO : Westview Press.

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They Won’t Know Unless You Tell Them

One of my least favourite genres of article is the Kids these days…!  or Back in my day, we…. article focusing specifically on university students. At a very regular frequency, these articles appear in the mainstream press and in publications focusing on academia alike. They invariably consist of a lot of hang-wringing because unlike the (usually Baby Boomer-age) authors of these articles, today’s university students are brainwashed capitalist zombies addicted to social media, who can’t spell or use grammar correctly, and are coddled snowflakes who can’t handle the real world without a trigger warning.

That’s why I loved this article, What First Years Might Not Know and What To Do About It. It’s short blog post listing academic behaviours–emailing, note-taking, interacting with professors–that many first-years lack upon arriving at university simply because they’ve never learned them. The post reminds faculty and staff that they may have to explicitly teach these behaviours. Your first-year students don’t know how to write a proper email? Rather than bemoan that this indicates that the decline of Western civilization, well, just teach them how to do it and get on with it.

And if students are not exposed to these academic behaviours in North American high schools and have to be taught, then what about students who are arriving to a completely new academic culture when they arrive at a Canadian university from another country? For me, this further underlines the need for academic expectations and behaviours to be made explicit and specifically taught to domestic and international students alike. Academic English is no one’s mother tongue, and similarly, no one is born knowing that you shouldn’t use emojis in an email to your prof. If you want someone to act in a certain way, well, then show and tell them what you want; otherwise, how are they supposed to know?