Guest blogger Vijay Ramjattan is a PhD candidate at the Ontario Institute for Studies in Education, a division of the University of Toronto. His research interests lie at the intersection of language and race as these relate to the experiences of marginalized people in the workplace. These interests are exemplified by his MA research examining the professional microaggressions experienced by racialized English language teachers and his doctoral work on the racialization of accents found in the communicative labour of international teaching assistants.
parents make fun of how I pronounce the word “water.” When I pronounce this
word, the /t/ sounds more like a /d/ (what linguists refer to as flapping) and the
second syllable is unstressed. In contrast, my parents, who were born in
Trinidad, pronounce “water” as “wata.” For them, the way that I pronounce this
word is a result of being born and raised in Canada and thus having a so-called
Canadian accent. However, according to my parents, a Canadian accent is a
metonym for something else. In fact, when they comment on how I sound Canadian,
my parents are actually remarking on how I sound white. That is, they usually
connect my speech to that of people in the Canadian media, who are mostly white
and identify as Canadian.
My first year in Montréal, Québec, has been full of learning and adventure. My coursework in the Master of Arts in Second Language Education program at McGill University has expanded my knowledge of the developmental stages of language acquisition, the types of corrective feedback most conducive to students’ learning, and how to think critically about the social contexts surrounding second language education today. Beyond the classroom, I’ve prepared for my thesis research, improved my snowshoeing abilities, and have thus far evaded the clutches of death whilst navigating Montréal’s bike paths. But perhaps the most interesting lesson this city has taught me came in the form of a self-discovery. This year, I learned that I am a “typical Canadian.” Continue reading →
Kristine Sudbeck is a doctoral candidate at the University of Nebraska-Lincoln. She is currently completing her dissertation, which is a critical autoethnography of her experiences learning Ho-Chunk and Omaha– two languages indigenous to what is now considered the United States. Much of her work critically examines the role of equity in schooling experiences, crossing lines of difference on a variety of reified social categories. She also serves as a mentor for graduate students in the Indigenous Roots Teacher Education Program at her university.
I’ve written on this blog before about my experiences as a speaker of French and English and how I feel myself self-categorizing, and being categorized by others, in relation to these two languages. Today, I’m going to add my third language, Mandarin, to the mix. Mandarin is a part of my daily life – these days, it’s present in the music that I listen to, it’s the subject of one of the classes that I teach, and it’s the language that I use to navigate applications on my computer and cell phone. Continue reading →