ABSTRACT
A primary goal of the ESL teacher is to help language learners recognize their multilingualism as an asset in writing. However, when accented writing is marginalized by native speakers, language learners often internalize the discrimination, and their sense of identity shifts to accept this inferior status. In this chapter, the authors describe how their work in developing a student-run literary journal allowed students to challenge this discrimination by taking on “identities of power” (Norton, 2013) in their writing.
