Language Justice As a World/Stony Brook Citizen

3a. Multilingual Awareness: Language profile/repertoire

Want to pause a few minutes and do a fun activity? Use this tool (google form) to see where your language profile and repertoire falls on the landscape of other SBU members who have tried it.

3b. Language justice: Moving on a scale

Curious where you stand on a scale about supporting and affecting language-based justice? Take this self-assessment test (google form) or simply check the options below that best represent your "current'' beliefs, habits, and actions.  The self-assessment tool will give you an instant score, send you a copy of your responses, and provide you a link to some tips by score ranges. 

Preview of the self-assessment test content:

1. Disposition – select one option only 

1. 1. I stop students while they’re speaking to correct them
   2. I mark any writing for language issues 
   3. I feel annoyed by language issues but resist marking them all the time
   4. I prioritize learning goals, addressing language issues when relevant
   5. I teach then test a language item only if and when it’s part of course goal 
2. Power – select one option only
   1. I use standard English to exert power over minority or multilingual speakers
   2. I show discomfort when others’ use of language(s) isn’t understood
   3. I tolerate languages/variations used by others around 
   4. I encourage the use of all languages/varieties, fostering learning, confidence, and respect 
   5. I actively advocate for multilingual learners and language diversity and justice
3. Alliance - select one option only
   1. I enforce rigid monolingual standards required by the department or institution
   2. I do not let students use diverse languages because I don’t understand them all
   3. I feel helpless and continues with the status quo
   4. I resist inequities created by relative power of languages
   5. I take action to counter unfair and unjust effects of language ideologies/policies
4. Effort - select one option only
   1. I fail students for language errors, in essence using unlimited negative credit
   2. I dock grades for language issues without clear policy/validity of assessment
   3. I point out patterns of errors for student to learn to address
   4. I teach rhetorical decision making about language use/variation
   5. I foster critical language awareness, including about language politics

Thank you for reading through this resource page and engaging with the interactive activities. We hope you found them useful.

If you have any questions or suggestions for us, we would be delighted to hear from you. Please tell us what worked best for you and what you’d like us to know, share, add or modify.