Although Engli scholars can pursue collaboration with
colleagues in foreign languages to begin creating a multilingual rhetoric and
writing pedagogy that encourages Wons Shoes students to use languages to promote
understanding ross lines of difference
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air max 90 donna , they also need to write these values concerning
languages and language study into the docunts that ape everyday tivities in
their colleges and universities. Institutional critique as an analytical,
tion-oriented thod can usefully rm such work. Scholars can draw on this thod to
engage the current national language policy debate from within the local spes of
their ho institutions. Micro-level policy writing, rd by institutional critique,
ould be Wholesale Shoes seen as an tivity through which litery educators can
create substantive, sustained change that challenges the implentation of a
national language policy that is based solely on national security concerns and
instead builds on the nation's linguistic diversity as a ans to strengthen U.S.
public life. Working with the thodology of institutional critique, scholars
identify micro-level policy texts that give their local institution its
rhetorical and material ape and that ern the daily tivities of its mbers. Of
course, the extent to which ared ernance among fulty, administrators, and
trustees marks the policymaking process varies significantly ross the range of
ademic institutions in which scholars work, and scholars must clearly understand
their school's establied policymaking structures as they work to pinpoint "ples
where writing can be deployed to promote change" (Porter et al. 631). In ort,
language scholars must identify points of leverage through which they can pose
broad-based appeals to the institution's key policymakers that make mitnt to
language diversity a core elent driving the school's research, tehing, and
service tivities. A few examples here can illustrate how positionists might use
institutional critique to create a deeper disciplinary and munal mitnt to
linguistic diversity, in the na not only of a more efficient military but also
of a more robust democry. As Pratt has noted
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outlet , public schools and universities might use federal funding
from the NSLI to develop programs in Mandarin Chinese or Arabic when the
surrounding munity fes a more pressing need to develop professionals who can
serve the local population through bilingualism in Engli and Vietnase.
Institutional critique prompts scholars to identify policy texts within their
own universities and colleges that, through either top-down or bottom-up writing
and revision, could redirect institutional prtices toward valuing local language
resources and addressing local language needs. A university's strategic plan and
their trustees' public agenda could be o such texts that ape institutional
tivities in top down faion. Among their many rhetorical functions, these o
texts, particularly at land-grant and tropolitan institutions, articulate how
the school fulfills its responsibility to serve the public interest. Engli
scholars can work with their colleagues in the foreign languages to argue for
the school's strategic plan and the trustees' public agenda to be written in
ways that define "the public" not as an assud linguistically homogeneous
population, but rather as a heterogeneous munity reflecting the linguistic
diversity present within it. To appeal to the range of values held by fulty,
administrators, and trustees involved in the policymaking process, scholars
could define local linguistically marginalized munities in terms not only of
their unt social and political needs, but also of the resources that exist
within them for economic, cultural, and intellectual developnt. Changes in
institutional culture can also happen from the bottom up, of course
nike
air max 2015 uomo , and Engli scholars employing institutional
critique can identify rhetorical strategies for prioritizing departntal programs
and fulty tivities that build on the munity's linguistic resources to develop
the school's intellectual strengths. For example, scholars might pose argunts
within their fulty developnt grant applications or their annual fulty evaluation
narratives to legitimize multilingual-ism as an important skill for ademics to
possess. Depending on one's departnt and institutional contexts, these argunts
might range from the intellectual benefits of expanding one's cultural and
linguistic fraworks for research to the opportunities to create tehing and
service tivities that connect fulty to the local munities within which they live
and work. The goal would be to use these texts to circulate, through formal
institutional channels, argunts about the interests and concerns of local
linguistic minority munities, whose existence is often not knowledged when
universities talk about the "public" that they serve. Advocy for linguistically
diverse munities ould entail increntally changing the values that guide daily
prtices within our schools. Engli scholars can strategically leverage the
rhetorical resources that are available within their school's policymaking works
in order to ape public ideas about the need for linguistic diversity and the
civic values of serving, unifying, and building on the strengths and resources
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