Adopting a Critical Sociolinguistic Approach to Language Pedagogy in a Multilingual World

Abstract: Across languages, prescriptive ideologies have traditionally been used to teach language classes. Nevertheless, adhering strictly to a prescriptive perspective in the teaching of formal, standard, and/or “academic” language without questioning its ideological and discriminatory function leads to the reproduction of a deficit perspective, in which those who use alternative varieties of the language are considered academically deficient. In this presentation we offer the following five principal pedagogical recommendations for language teachers: include input that represents linguistic diversity, approach language teaching from a descriptive as opposed to a prescriptive perspective, address the relationship between language and power, integrate structured critical reflection, and incorporate students’ diverse identities, histories, and realities. Language teachers, who serve as “gatekeepers” in language use, have the responsibility to change the trajectory of the formation of linguistic ideologies in future generations, problematizing the educational and social structures that harm underrepresented, minoritized, and racialized students.

Bio: Becky Pozzi is Associate Professor of Spanish Language and Linguistics at California State University, Monterey Bay, where she coordinates Lower Division Spanish, including the Heritage Language Program, and she teaches courses in Spanish language, linguistics, and applied linguistics. She obtained her PhD in Hispanic Linguistics with an emphasis in Second Language Acquisition and her MA in Teaching English to Speakers of Other Languages from the University of California, Davis. Her research focuses on second and heritage language development, sociolinguistics, study abroad, and language pedagogy.

Zoom link for virtual participation: https://middlebury.zoom.us/j/8316473547?pwd=aGwyZjJwQlBRbm9oVzVUQ3dHcFI5Zz09