Currently, the cultures of our students clash in the composition classroom. These classrooms are like brackish river deltas where the saline language of the university, which many of these students haven’t yet learned to use naturally, collides with the home languages they comfortably employ in everyday contexts. This often results in an awkward focus on translating student writing into an academic code. As some scholars have argued, this practice has historically reinscribed certain narratives of cultural and racial hierarchy by teaching students that some codes are objectively better than others.
A Journal of Community-Engaged Writing and Rhetoric