Testing Acceptance of Language Difference in Academia: Perceptions in a First-Year Composition Classroo

In response to Bawarshi's collective call for educators to be "more responsive and responsible users and teachers of English," and motivated by the research of Michelle Hall Kells, I argue that it is necessary for educators to introduce first-year writing students to the historical and sociopolitical aspects of language use in academia through implementing lessons that focus on facets of language diversity. After describing a lesson plan focused on language diversity, I then analyze student feedback using Norman Fairclough's Critical Discourse Analysis as a lens. I also discuss the results of a Likert scale implemented during the three-phase study. Student responses indicate they are not familiar and uncertain about the concept of language diversity in academia, yet they also indicate a sincere desire to learn more about the topic. Therefore, a critical introduction to this topic will prepare students to become better writers and readers throughout their college careers.