This is a collection of resources on the connection between language, non-standard accents, social attitudes, migrants, foreigners, and academic practices.
On language, migrants, and academia:
Work by Verena Erlenbusch:
Being a Foreigner in Philosophy: A Taxonomy. Journal paper, part of the Hypatia cluster on Foreigners in Philosophy. It articulates a taxonomy of different ways of being a foreigner in philosophy (linguistic, material, cultural, epistemic).
Work by Elif Yavnik:
Foreigners in Philosophy and Opennes to Dislocation. Journal paper, part of the Hypatia cluster on Foreigners in Philosophy. It develops an account of what it is like to be a foreigner in philosophy. It proposes "existential dislocation" as the central experience of the foreigner.
My own work:
Foreigners and Inclusion in Academia. A journal article published in Hypatia as part of a cluster on Foreigners in Philosophy, about the exclusion of migrants and foreigners from inclusion efforts in the US academy. The cluster is the result of this workshop I organized at U.C. Berkeley.
Philosophy and the Non-Native Speaker Condition: A reflection on how being a non-native speaker of English can affect the philosophy practice.
Outing Foreigners: Why it's Wrong to Ask "Where are You From? (in preparation, goal: book chapter in the collection Philosophy and Microaggressions). What happens to casual conversations when someone asks "Where are you from?", or comments on interlocutor's non-standard accent? I reflect on this question and propose a way in which these intervention spoil the conversation and "out" foreigners.
English patrol at the borders of philosophy. Blog post (Political philosopher) on the English language patrolling academic philosophy.
The Blog I run:
On the language of academia (in particular philosophy):
Work by Verena Erlenbusch:
The Politics of Language and the "Analytical-Continental" Divide. It discusses the differences between analytical and continental philosophy, and explores the relationship between norms and patterns of publication, on the one hand, and the language/s of philosophy, on the other, with special attention to publication norms in Germany and France. The author proposes that practices of knowledge production and dissemination play a significant role in accounting for philosophers’ linguistic practices. Conference paper presented at the Central APA in Chicago, March 2018, as part of a panel on the role of English in contemporary Philosophy.
Work by Gabriele Contessa:
Analytic Philosophy and the English Language.
My own work:
The Art of Doing Philosophy in English. The English language dominates academia. But what English is this? I explore the difference between English as lingua franca and Standard English. It's the latter, not the former, that is dominating academia, following American or British norms (e.g. grammar, pronunciation). English as lingua franca is different from Standard English. I identify a problem with having Standard English dominating academia, and in particular contemporary philosophy, what I call the English patrol, and argue that philosophy would benefit from switching from Standard English to English as (multi)lingua franca, which would allow the exploitation of the conceptual and linguistic repertoire that diverse and multilingual practitioners bring to the table. Conference paper presented at the Central APA in Chicago, March 2018, as part of a panel on the role of English in contemporary Philosophy.
Work in linguistics on English as Lingua Franca
Work by Jennifer Jenkins:
Not English, but English-within-multilingualism.
Work by Cornelia Hülmbauer:
We don’t take the right way. We just take the way that we think you will understand” – The shifting relationship between correctness and effectiveness in ELF.
Work on Spanglish, code-switching, academic norms, and identity:
Spanglish. Oxford Bibliographies. Entry by Silvia Betti. It contains a list of works in both Spanish and English.
Work by Lina Reznicek-Parrado:
“Spanglish”: Bringing the academic debate into the classroom. Towards critical pedagogy in Spanish heritage instruction. Journal article. Qualitative analysis suggesting a gap between actual use of "Spanglish" and (negative) attitudes towards its use in the academic context.