[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597894-105":59,"doc-detail-597894-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","separated-by-a-common-language-linguistic-relativity-in-a-college-composition-course","Separated by a Common Language - Linguistic Relativity in a College Composition Course","","Teaching British literature to multilingual Generation 1.5 students in the US requires ESL-informed strategies, even when courses are not officially designated as such. By studying English literature and culture, undergraduates analyze language and culture in the US, explore variation among World Englishes, and consider how sociolinguistic factors like register shape social and academic life. The author frames reading and writing as communicative competence and literary anthropology within diverse classrooms.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/separated-by-a-common-language-linguistic-relativity-in-a-college-composition-course/597894/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/separated-by-a-common-language-linguistic-relativity-in-a-college-composition-course/597894.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central teaching aim described for British literature courses?","Question",{"text":112,"@type":113},"The author aims to help students understand both American culture and language while they learn British language, literature, and culture.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the author justify using ESL theories in writing instruction?",{"text":117,"@type":113},"Second-language acquisition insights can apply to all writing teachers because learning to write resembles learning a second language, even in one’s native language.",{"name":119,"@type":110,"acceptedAnswer":120},"What complicates teaching content to Generation 1.5 and multilingual students?",{"text":121,"@type":113},"Students may lack the skills to express content and may not share the cultural or linguistic contexts the instructor previously assumed.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597894,1792165571,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Separated by a Common Language: Linguistic Relativity in a  \nCollege Composition Course  \nThis article is a reflection on teaching British literature to multilingual/Generation 1.5 students in the US. By studying the literature and culture of England, undergraduates were better able to examine and write about the language and culture of the US. Students learned about variation among World Englishes, including variations in transgressive language and the rhetorical force of such language. Students thus gained a greater understanding of the ways sociolinguistic factors such as register affect social and academic life.  \nThe genesis of this article is a recent conversation I had with  \na colleague about how to teach British literature to American  \nstudents. We agreed that it sometimes seems as if teaching the literature of another nation—or another time period—is like teaching a foreign language: As we teach the fundamentals of the second language we often need first to teach or reinforce those of the first language, and so I often approach the teaching of British literature using English as a second language (ESL) principles. Though the language of instruction is English, and most of the courses I teach are not officially ESL, in practice they are, because many of my students are either from other countries or their parents were—members ofwhat is now called Generation 1.5. This means that I must also teach the language and culture of the US. In light of these issues, it has been necessary to develop different strategies and pedagogies to teach my American-born and newly American students how to read and write about British language, literature, and culture. Essentially, my aim as I teach content is to help students understand both their own, American, culture and language, at the same time they learn the target culture and language. What complicates teaching content to our students is that they often  \nThe CATESOL Journal 27.1 • 2015 • 149  \nlack the skills that would enable them to express the content, and often they do not possess the shared cultural or linguistic contexts that I have previously assumed when teaching content. It makes sense, then, to think about all of my students, not just those whose first language is not English, as potentially ESL learners and to apply ESL theories tomy teaching of writing in all courses. Ilona Leki observes that  \nin certain ways theories about and insights into second-language acquisition may be useful for all writing teachers, since writing researchers, theorists, and teachers have pointed out that even in one’s native language, learning to write is like learning a second language. (1992, p. 10)  \nWith students in my classroom coming from dozens of ethnicities, religions, and nationalities, there is very little I can assume about what they already know regarding the culture and history of the country where they now live. For the purposes of this article I will focus only on what a linguist, or perhaps a linguistic anthropologist, would call“communicative competence”—not just knowing the definitions of words and the grammatical structure of a language, but, rather, knowing the appropriate environments in which to apply those linguistic rules and being able to “perform” language as well as “know” language. I am aware that neither I nor my students can “know” British literature or culture, just as we cannot “know” American literature or culture of an earlier time or other region of our vast country, but I can usually provide them with analogues. Through the years I have come to think of what I teach as literary anthropology, in that I help students understand the cultural codes of the literature and language they study.  \nHow I approach teaching now is in marked contrast to my first job after graduate school, a traditional liberal arts undergraduate college where the students were from a largely homogeneous white, Southern American, upper-middle class, suburban background, and they were m","cbCaiurk16Dsqjvz","https://ap.wps.com/l/cbCaiurk16Dsqjvz","pdf",574318,14,"English","# Separated by a Common Language\n## ESL principles and multilingual students\n## Communicative competence and literary anthropology\n## Institutional context and teaching challenges","[{\"question\":\"What is the central teaching aim described for British literature courses?\",\"answer\":\"The author aims to help students understand both American culture and language while they learn British language, literature, and culture.\"},{\"question\":\"How does the author justify using ESL theories in writing instruction?\",\"answer\":\"Second-language acquisition insights can apply to all writing teachers because learning to write resembles learning a second language, even in one’s native language.\"},{\"question\":\"What complicates teaching content to Generation 1.5 and multilingual students?\",\"answer\":\"Students may lack the skills to express content and may not share the cultural or linguistic contexts the instructor previously assumed.\"}]","Separated by a Common Language - Linguistic Relativity in a College Composition Course | PDF",1792085903,35]