The power of language: Linguistics in a liberatory composition classroom

Drawing from the work of critical pedagogues Paulo Freire and Ira Shor, as well as concepts of language as symbolic power presented by Pierre Bourdieu and Susan Gal, this thesis addresses the use of linguistics in composition by positing language as a focus of critical inquiry in a liberatory composition classroom. In addition to drawing links between critical pedagogy and linguistics, the study discusses the development and implementation of a linguistic approach to liberatory pedagogy in a freshman-level composition course at Truman State University. Examining various issues, including media, politics, gender, and race from a linguistic perspective, students developed an awareness of how language can be used to shape and reflect reality, as well as how it can be used to maintain oppressive structures and institutions of society. Instructor observation and student testimony are presented as evidence of the success of this model of studying language for empowerment.