“What color is your English?”
This provocative question challenges the assumption that language, particularly English, is neutral and free of racial bias. In their article, Sender Dovchin and Vander Tavares explore how the perception of English is deeply intertwined with the race and appearance of the speaker, leading to linguistic racism. Faculty of color in Western higher education, regardless of their linguistic proficiency, often face discriminatory assumptions that their English is somehow "inferior" or "foreign." This bias not only undermines their professional standing but also reinforces the harmful notion that English spoken by people of color holds less value compared to that spoken by white individuals.
Linguistic racism has implications far beyond higher education, extending into K-12 education and broader society. In schools, students of color often encounter similar biases, where their language abilities are judged through a racial lens, potentially affecting their academic performance and self-esteem. These early experiences of linguistic discrimination can shape their educational trajectories, limiting their opportunities and reinforcing societal inequalities. Still, I believe higher education is a crucial battleground for challenging and dismantling these deficit ideologies. The field of raciolinguistics, which examines the intersection of race and language, provides a framework for future teachers and leaders to address the assumptions and biases we've been socialized to believe. By fostering inclusive environments in universities, we can not only support faculty and students of color but also set a precedent for valuing linguistic diversity across all levels of education and society.
Read the full article here: https://www.timeshighereducation.com/campus/what-colour-your-english-linguistic-racisms-impact-faculty-colour