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تسجيل

On Linguistic Privilege

المؤلف:  Tara Goldstein

المصدر:  Teaching and Learning in a Multilingual School

الجزء والصفحة:  P115-C6

2025-10-01

462

On Linguistic Privilege

As mentioned earlier, and demonstrated in Timothy Chiu's play, giving an effective classroom presentation is an extremely demanding activity that involves being able to effectively engage with a complex set of linguistic and cultural norms. As was also mentioned earlier, classroom presentations given by the ESOL students at Northside were assessed in comparison to the performances of students who used English as a primary language and had attended elementary school as well as high school in Toronto. These students were linguistically advantaged or privileged in that they had already accumulated the linguistic and cultural capital needed to give a school presentation in English. They were also privileged in that their Standard Canadian-English accent provided them with credibility as English speakers and an audience of affirming listeners. Furthermore, the "filters" that Lippi-Green discusses not only influence students' evaluation of their peers' oral performances; they can also influence teachers' assessment of their students' oral performances. How might teachers respond to the inequities associated with linguistic privilege and accent discrimination in multilingual schools? Several answers to this question are discussed in the Pedagogical Discussion below.