ABSTRACT In 1974, the Conference on College Composition and Communication passed "Students' Right to Their Own Language" (SRTOL), a statement which encouraged teachers of English to "have the experiences and training that will enable them" to value the dialects and cultures that their students bring into the classroom. Since the passage of this document, critics have debated if, how and why SRTOL can be implemented in the classroom. This dissertation seeks to expand the understanding of "Students Right to Their Own Language" by examining how the document speaks on behalf of teachers and students and the implications of doing so. I argue that by understanding how the CCCC speaks on behalf of others, we can better understand the sociopolitical implications of speaking on behalf of others.
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