EDU5244
Discussion questions week 2
Anzaldúa, G. (1987)
In a very personal account based on her childhood experiences, Anzaldúa argues that the dominant
language and culture (in Texas) was used in an attempt to “tame” her “wild tongue”. In other words,
language norms (as reinforced in schools) were used to make her and her fellow Chicanos feel inferior. This
is quite a famous text. Take a look at the Wikipedia entry for Anzaldúa. Also take a look at the one for
Richard Rodriguez, whose text Hunger of Memory has a very different take on this issue.

How is robbing a people of their language a form of violence?

How has the development of Chicano Spanish been linked to resistance?

If this case, how is this dialect of Spanish linked to identity?
Cenoz, J. & Gorter, D. (2011)
In this introduction to a special issue of TMLJ that collected summaries of multilingual research studies, the
editors give a pretty good overview of the critiques related to deficit models of bilingualism and argue that a
holistic approach to multilingualism is what is needed in second language practice. As is standard in these
types of introductions, the editors provide a brief summary of the articles within the collection.

How does the goal of developing “native-like” fluency create feelings of “failure and
incompleteness”?

Does the notion of the “native speaker” have any real value?

Based on the summaries the editors provide, are there any articles in the collection that you would
like to read in their entirety?
Franceschini, R. (2011)
This author summaries the history of the term “multiculturalism” and attempts to provide a working definition.
She then provides an overview of the notion of “multicompetence”. Based on a set of theoretical critiques
and empirical studies, Franceschini argues that the notion should be broadened to better reflect the social
context of language learning, the variety of competencies on the part of speakers and the importance of
considering concrete communication situations.

Why should we worry about the link between multilingualism and multicompetence?

What is the significance of making a switch (both theoretically and in practice) from an emphasis on
bilingualism to multilingualism?

What might the notion of multicompetence add to our consideration of bilingualism and
multilingualism?
Kubota, R. (2004)
In this book chapter, Kubota argues that the (small l) liberal notion of multiculturalism encourages us to be
“color blind” to social differences. She makes the case that the notion must be examined critically in ways
that do not succumb to “power evasion”.

What makes a critical version of multiculturalism critical?

How is crucial multiculturalism linked to “whiteness studies”?

How might the second language classroom be a key agency for addressing inequality?
May. S. (2008)
In this encyclopedia chapter, May provides overviews of the history and conceptual premises of bilingual
and immersion language education. I covered much of the early part of this chapter in my first lecture.
However, May goes beyond these basic premises to critique controversial research that supported onedimensional notions of immersion education. May demonstrates how this research was flawed and argues
strongly for the value of bilingual education.

How was this research flawed?

Why do you think this flawed research was so widely cited?

What argument does May make and what evidence does he use to support bilingual education?