Questions to ask ourselves when crafting assignments informed by CLA

1. How might this assignment deepen students’ understanding of power/privilege in relation to language?
      Some examples: 

• Linguistic autobiography (including examples of privilege and/or stigma)
• Analysis of linguistic prejudices/stereotypes in media (TV, film, etc)
• Research Paper (secondary or primary) on language-related topics, such as 
  • Varieties of English [history, features, attitudes],
  • Heritage/world language/ESOL programs,
  • Language loss/revitalization
  • English-only/official English legislation, native-speakerism
  • linguistic appropriation and/or reclamation (e.g., the word “queer”)

2. How can students trace “language” as a thread within discussions of social issues and institutional priorities, such as diversity, equity, inclusion, and anti-racism? Some examples:

• Unpacking examples of linguistic profiling and/or asymmetrical talk
• Examining bias in the language of news media (e.g., headlines analysis, discourse analysis project)
• Critical story-telling and narrative analysis, with attention to language
  (Adiche’s “Danger of a Single Story” is a great starting point!)
• Connecting to other social justice issues–(e.g., inclusive language,
  land acknowledgements, language acknowledgements by L. Aull, R. Moreno, CCCC “Demand for Linguistic Justice”)
  
  

 3. How does this assignment invite students to make informed decisions, drawing on a rich linguistic repertoire and nuanced rhetorical knowledge? Some examples:

• “Writing Beyond the Classroom” (w/ Memo or Introduction explaining writer’s choices)
• Writer’s/Researcher’s Log
• Portfolio cover letter 
• Inquiry into use of AI-generated text in writing (e.g., ChatGPT)
  
  

 4. How does this assignment help students explore the tensions around standardized language, academic norms and conventions, etc.?  Some examples:

• Empirical research (surveys, interviews, etc.) on linguistic attitudes
• Grammar Autobiography
• Teaching Philosophy statement