Abstract
Why do students equate good writing with mastering the grammatical rules of standard written English? This phenomenon, symptomatic of the intolerance of linguistic and racial diversity in composition classrooms, stems from nineteenth-century colonial education policies that legitimized mainstream English and devalued nonconforming language varieties. This essay explores some pedagogical interventions for addressing linguistic prejudices that persist in English instruction, and strategies for implementing an educational model that empowers students to embrace and critically deploy their linguistic diversity.
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