User:Anzar Roo/Dual language

Potential Benefits of Dual Language in Educational Writing
With Dual Language Writing being implemented there are benefits that can come along with the individual which include increased comfort with Multilingual Identities, empowerment through language use, and linguistic understand. For instance those who are bilingual may find that they feel more comfortable with their Multilingual Identities in their academics, and be less hesitant using other languages they might speak in their academic writing Academic biliteracy challenges: Korean scholars in the United States - ScienceDirect. A way this can be kept exercised is by some educators striving to implement pedagogies that empower language use, to serve as a reminder to consider the broader context, encompassing not just the educational system but also the influence of families, communities, and various social networks CF 37: Review of Stanford, GOOD GOD by Amanda Sladek. Although some educators in training may acquire more knowledge about nurturing verbal communication skills than about nurturing written communication skills CF 41: From English-Centric to Multilingual by Noreen Lape. So it is vital that educators who recognize the influential role of language to keep the opportunity to enact crucial interventions through teaching methods and social engagements.

Many students who communicate using non-mainstream variants of English have experienced the interplay of dual languages for a significant portion of their lives. Consequently, they tend to possess a more advanced linguistic understanding compared to the majority of mainstream students, particularly in recognizing the nuances of language variation and its implications as a realm of power and influence (Elbow, P. (2006). Foreword: "When the Margins are at the Center.")


 * 1) Stanford, N. E. (Year). Good God but You Smart!: Language Prejudice and Upwardly Mobile Cajuns. (Include the publication details if available.)
 * 2) Elbow, P. (2006). Foreword: "When the Margins are at the Center."
 * 3) Cedilla, C. (Year). (Inter-)Cultural Literacies: Towards Inclusive Writing Pedagogies and Practices.
 * 4) Cho, S. (2010). Academic biliteracy challenges: Korean scholars in the United States.
 * 5) Lape, N. (2019). From English-Centric to Multilingual: The Norman M. Eberly Multilingual Writing Center at Dickinson College.