| Title: |
Language Ideologies and Critical Language Pedagogies in College Writing Programs: A Literature Review |
| Language: |
English |
| Authors: |
Faith Thompson; Lauren Hatch Pokhrel |
| Source: |
Journal of Language and Literacy Education. 2025 21(1). |
| Availability: |
Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu |
| Peer Reviewed: |
Y |
| Page Count: |
25 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Information Analyses |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Language Attitudes; Language Usage; Writing Instruction; Literacy Education; Teaching Methods; Metalinguistics; Equal Education; Code Switching (Language); Standard Spoken Usage; College Faculty; College Students; Educational Change; Nonstandard Dialects |
| ISSN: |
1559-9035 |
| Abstract: |
This literature review synthesizes scholarship on standard language ideologies in college writing programs and the theories and pedagogies being proposed to disrupt such ideologies. Findings include a tension between belief and action, or that professors' awareness of language diversity does not translate into changes in pedagogy. This is due to several challenges that professors of college writing may face. Translanguaging, critical language awareness, and linguistic justice have been put forth as pedagogies that may disrupt harmful language ideologies and work in pursuit of more equitable college writing programs for linguistically diverse students. We end with a call to action for the field of language and literacy education to take up these pedagogies. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1474012 |
| Database: |
ERIC |