Loading...
ASSESSING LINGUISTIC STANDARDIZATION IN COMPOSITION COURSE SYLLABI: A KEYWORD ANALYSIS OF WHITE LANGUAGE SUPREMACY
Tishion, Tran
Tishion, Tran
Citations
Altmetric:
Genre
Thesis/Dissertation
Date
2025-05
Advisor
Committee member
Group
Department
English
Permanent link to this record
Collections
Research Projects
Organizational Units
Journal Issue
DOI
https://doi.org/10.34944/a26m-bw43
Abstract
This dissertation examines the key issues and diverse perspectives on language standardization, particularly focusing on the emergence of White Language Supremacy (WLS) as an analytical framework. WLS refers to the systematic privileging of standardized language forms associated with traditionally and predominantly white cultural norms. In professional and educational setting, these dominant language ideologies and practices, or Standard Language Ideologies (SLI), often devalue non-standard Englishes and overlook the linguistic diversity of marginalized communities. Most notably, WLS can be embedded within common terms and phrases such as “clarity” and “convention” used to evaluate students. The presence and usage of these terms can indicate WLS by making assumptions about students’ fluency in Standard English and by imposing requirements for compliance. By applying and revising methods of analysis available in the WLS literature, this study illuminates the complex relationship between language, power, and race in shaping linguistic norms and hierarchies within writing. Accordingly, the methods integrate quantitative keyword frequency analysis with qualitative keyword-in-context analysis to consider how and where WLS manifests in course syllabi, and more broadly, the writing program.
The findings indicate that analysis of WLS keywords is a helpful in identifying problematic statements or judgements about language, which has important implications for writing program reform. However, these keywords alone cannot determine linguistic discrimination; they must be understood in context, particularly regarding their prescriptiveness. This study promotes a dialogue that accommodates diverse perspectives and experiences regarding race and considers the disciplinary and political configurations within writing programs that may also endorse WLS. By acknowledging the limitations of existing WLS theorizations, writing instructors and administrators can navigate the complexities of teaching language and linguistic difference with greater sensitivity and effectiveness. I aim to leverage the knowledge gained from this research not only to validate the need for writing program standardization but also to enhance our curriculum and methods in fostering pedagogies that are more linguistically conscious and equitable. In closing, this study serves as a critical reflection on the challenges and opportunities presented by WLS theory in the field of composition studies.
Description
Citation
Citation to related work
Has part
ADA compliance
For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu