Privilege and Intersectionality
Resources to learn and explore the multiple ways that privileges and oppression manifest in our various social, cultural, economic, and bodily identities and situations.
In linguistics, code-switching "refers to instances when speakers switch between codes (languages, or language varieties) in the course of a conversation. Switches may involve different amounts of speech and different linguistic units - from several consecutive utterances to individual words and morphemes."
Colloquially, code-switching means being able to switch between dialects (and cultural expression, behaviors, and mannerisms) based on one's surroundings. In terms of privilege, it means, for one, employing the prestige dialect of the society when necessary, for example, in professional and academic settings. In the United States, Standard American English is the privileged language.
- 3 Ways to Speak English: "Broken English" by Jamila Lyiscott Jamila Lyiscott is a “tri-tongued orator;” in her powerful spoken-word essay “Broken English,” she celebrates — and challenges — the three distinct flavors of English she speaks with her friends, in the classroom and with her parents. As she explores the complicated history and present-day identity that each language represents, she unpacks what it means to be “articulate.”
Because "code-switching" is a linguistic term, many of the books on the topic are highly technical and come from a language-study approach (grammar, syntax, etc). However, there are books that also discuss educational implications and give social context to various kinds of code-switching, for example, from African American Vernacular English (AAVE) to Standard American English (AAE) in classrooms.
Other People's English: Code-meshing, Code-switching, and African American Literacy by
This book presents an empirically grounded argument for a new approach of teaching writing to diverse students in the English language arts classroom. Responding to advocates of the "code-switching" approach, four uniquely qualified authors make the case for "code-meshing"--allowing students to use standard English, African American English, and other Englishes in formal academic writing and classroom discussions. This practical resource translates theory into a concrete roadmap for pre- and in-service teachers who wish to use code-meshing in the classroom to extend students' abilities as writers and thinkers and to foster inclusiveness and creativity. The text provides activities and examples from middle and high schools as well as college and addresses the question of how to advocate for code-meshing with sceptical administrators, parents, and students. Book Features: A rationale for the social and educational value of code-meshing, including answers to frequently asked questions about language variation. Authors from the fields of linguistics, writing studies, English education, and teacher education. Teaching tips that have been used with students and in professional development workshops. Action plans that invite readers to make code-meshing a shared project that informs instructional practices and addresses cultural prejudices.
Call Number: P115.3 .Y68 2014ISBN: 0807755559
Codeswitching: Teaching Standard English in Urban Classrooms by Call Number: LB1576 .W4858 2006 (Moore Stacks)ISBN: 0814107028
Code-Switching in Conversation by
Code Switching, the alternating use of two or more languages ation, has become an increasingly topical and important field of research. Now available in paperback, Code-Switching in Conversationbrings together contributions from a wide variety of sociolinguistics settings in which the phenomenon is observed. It addresses not only the structure and the function, but also the ideological values of such bilingual behaviour. The contributors question many views of code switching on the empirical basis of many European and non European contexts. By bringing together linguistics, anthropological and socio-psychological research, they move towards a more realistic conception of bilingual conversation action.
Call Number: EBOOKISBN: 0415158311Publication Date: 1998-03-20
Code-Switching by
It is quite commonplace for bilingual speakers to use two or more languages, dialects or varieties in the same conversation, without any apparent effort. The phenomenon, known as code-switching, has become a major focus of attention in linguistics. This concise and original study explores how, when and where code-switching occurs. Drawing on a diverse range of examples from medieval manuscripts to rap music, novels to advertisements, emails to political speeches, and above all everyday conversation, it argues that code-switching can only be properly understood if we study it from a variety of perspectives. It shows how sociolinguistic, psycholinguistic, grammatical and developmental aspects of code-switching are all interdependent, and findings in each area are crucial to others. Breaking down barriers across the discipline of linguistics, this pioneering book confronts fundamental questions about what a 'native language' is, and whether languages can be meaningfully studied outside of the individuals who use them.
Call Number: P115.3 .G36 2009ISBN: 0521862647
Academic Articles
- Elkins, Becki, and Eran Hanke. 2018. “Code-Switching to Navigate Social Class in Higher Education and Student Affairs.” New Directions for Student Services, no. 162 (January): 35–47.This chapter outlines the concepts of social class privilege, highlights the experiences of students navigating social class, and examines the role of code-switching as a strategy to navigate higher education.
- Kynard, Carmen. 2007. “‘I Want to Be African’: In Search of a Black Radical Tradition/African-American Vernacularized Paradigm for ‘Students’’ Right to Their Own Language," Critical Literacy, and “Class Politics.”’” College English 69 (4): 360–90. By revisiting the work of the Black Caucus and the radical rhetorics connected to Black Power and the black radical tradition, in this essay the author hopes to rebuild a frame where the picture of an African-American-vernacularized paradigm for critical literacy and social justice can emerge. She revisits the twinning of "Black Power/Black English" as discussed in chapter 3 of Stephen Parks's book "Class Politics" and explores the history of the Students' Right to Their Own Language (SRTOL) in an attempt to present a more dynamic, multidimensional and complex process for how class, culture, African origins, race, and black activism/radicalism were framed. She also presents her critique to the sections of "Other People's Children" by Lisa Delpit where Parks has obtained his two most extensive quotations. Today the possibilities for SRTOL fall squarely in line with inadequate responses to the antisystematic nature of sixties social justice movements. The legacy of SRTOL and its current possibilities can only be understood inside of the calls for change forward by the Black Power Movements that exist outside of the current imaginations of and workings toward a linguistically diverse, ethno-middle class that can code-switch to match "codes of power" instead of undoing them
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