In this activity, WR 111 students work in teams to review a language topic at the intersection of language and power, share it with the class, and practice their oral presentation skills at the same time. Instructors should make sure they have read the Faculty Guide to WR 111. 

Objective

To work together to review and learn more about a language topic/issue; to think critically about the aspects of power, equity, and/or  positionality at play; to share your findings orally and in writing with your classmates

Key Terms

critical language awareness; oral presentation; metacognition

Assignment

As part of a group of three or four students, you will give a 10-minute presentation on some aspect of language that has the potential to empower, or disempower, individuals or a group. Think creatively when planning this assignment, and also think personally and reflectively—the key is that you think about some element of power and how it is connected to language. With your partners, plan to give lots of examples, and to create slides to accompany your presentation. The key aspect here is to think about power, equity, and/or justice, but remember that your presentation should be specific, and interesting! (Controversial is also okay.)

Questions to consider as you choose your topic and plan your presentation:

      1. What can you say about your native language, your status as an English language learner, and/or the different varieties of English you encounter and use here in the US, and the connection to power or equity?
      2. What have you noticed about spoken, written, and/or Tweeted, etc., language, or the role of power in different rhetorical situations?
      3. What might you observe about language among friends, teens, kids, parents, generational differences, politics, “official” language and/or regulations/policies, etc.?
      4. Was there a policy about not speaking a certain language or variety of a language in a school or institution you were a part of?
      5. Are there government regulations about the languages that can appear on signs, or the kinds of translations that are available for completing governmental tasks?
      6. How are language-learners (i.e., immigrants) treated in your country, or another context you are familiar with?
      7. Are there words or phrases that you learned, at some point, that have “unlocked” doors for you? How did that feel, and how do you think others might feel who have not (yet) encountered this knowledge?