Presented By: Department of Linguistics
Reframing Our Language Experience (ROLE) Collective Symposium
Rejecting Harmful Native Speaker/Signer Ideologies
The Reframing Our Language Experience (ROLE) Collective was co-founded by Dr. Savithry Namboodiripad (U-M Linguistics) and Dr. Ethan Kutlu (University of Iowa). Currently, the collective has over 50 scholars.
The 1st ROLE Collective Symposium will take place this year online on April 12th (keynotes and short talks) and April 19th (workshop). The theme of this symposium is “Rejecting Harmful Native Speaker/Signer Ideologies.”
Structure of the Symposium
The one-week difference between Day 1 and Day 2 is to ensure that any attendees who may not have been able to attend some or all of the talks on Day 1 will have enough time to watch the videos and be prepared for the second day. In addition, though all of the short talks will be uploaded online only, and not broadcast synchronously on Day 1, there will be a synchronous discussion of these talks on Day 2.
Day 2 will begin with a structured discussion of the short talks. Then, participants will split up into at least 5 themed breakout rooms to work together to discuss how to address harmful notions of language in various contexts. These contexts include research practices (e.g., how to ethically and accurately capture differences in language experience, how to implement conceptual changes via novel statistical methods, how to recruit participants without relying on the native speaker/signer construct), clinical assessments (e.g., creating resources about how language ideologies can lead to misdiagnoses of individuals whose language practices are marginalized, and advocating for the further development of assessment materials which are inclusive of a broader range of language/varieties), admissions processes (e.g., creating white papers for graduate and undergraduate programs to eschew native speaker/signer ideologies in assessments of the language of incoming students), evaluation of academic language (e.g., creating guidelines for editors and reviewers to assess the language of submitted manuscript/grant application without relying on the native speaker construct), communicating with the public (e.g., creating public-facing information for the affirmation of all kinds of language experience), and whatever other priorities are identified by participants – participants’ priorities will be identified via a survey distributed after the first symposium day and before the workshop day.
The 1st ROLE Collective Symposium will take place this year online on April 12th (keynotes and short talks) and April 19th (workshop). The theme of this symposium is “Rejecting Harmful Native Speaker/Signer Ideologies.”
Structure of the Symposium
The one-week difference between Day 1 and Day 2 is to ensure that any attendees who may not have been able to attend some or all of the talks on Day 1 will have enough time to watch the videos and be prepared for the second day. In addition, though all of the short talks will be uploaded online only, and not broadcast synchronously on Day 1, there will be a synchronous discussion of these talks on Day 2.
Day 2 will begin with a structured discussion of the short talks. Then, participants will split up into at least 5 themed breakout rooms to work together to discuss how to address harmful notions of language in various contexts. These contexts include research practices (e.g., how to ethically and accurately capture differences in language experience, how to implement conceptual changes via novel statistical methods, how to recruit participants without relying on the native speaker/signer construct), clinical assessments (e.g., creating resources about how language ideologies can lead to misdiagnoses of individuals whose language practices are marginalized, and advocating for the further development of assessment materials which are inclusive of a broader range of language/varieties), admissions processes (e.g., creating white papers for graduate and undergraduate programs to eschew native speaker/signer ideologies in assessments of the language of incoming students), evaluation of academic language (e.g., creating guidelines for editors and reviewers to assess the language of submitted manuscript/grant application without relying on the native speaker construct), communicating with the public (e.g., creating public-facing information for the affirmation of all kinds of language experience), and whatever other priorities are identified by participants – participants’ priorities will be identified via a survey distributed after the first symposium day and before the workshop day.
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