Since I first started teaching linguistics as an ELA class, I've been on the lookout for fiction--especially YA fiction--that could be used in a linguistics class. To my surprise when I first started looking, there was no list out there that specifically dealt with YA (or YA-adjacent) books about language or linguistic identity. So I made my own. To make it on this list, language and linguistic identity have to be central to the character(s), the plot, and/or the theme. And the linguistic issues it deals with  have to be covered in sufficient depth throughout the book to warrant the class time it takes to read the book. 

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I've mostly approached these books via book clubs (literature circles). Students choose a group and a book to read in that group, and then they meet to discuss the book and complete assignments related to that book. Starting this school year, we'll be using Sara Novic's phenomenal novel True Biz as a whole-class novel. I was so excited when this book came out, because it is literally perfect for this class. If you haven't read it, check it out.  

I was strongly influenced by April Baker-Bell's sample unit on The Hate U Give in her book Linguistic Justice, as well as Charity Hudley and Mallinson's fantastic book We Do Language. As students read, we used the following questions to focus students' reading. These questions were inspired by, and sometimes taken verbatim from, this article by Ian Cushing and Anthony Carter. It's publicly available and worth a full read.

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The focus questions we used were these: 

• Where do you see that characters in this book have internalized ideas about their language being “incorrect” or problematic? Alternatively, where do you see characters taking pride in using a nonstandard or non-dominant language variety?

• Where do you see non-privileged/speakers of non-privileged language varieties framed as a problem to be fixed or treated? What words/phrases do characters or the narrator use to describe language or language users?

• Where do you see examples of how the characters’ language use is anchored in their age(s), race(s), social class(es), and/or gender(s)?

• How does the setting of the book influences the varieties of language(s) spoken by the characters? 

• How does the author represent language (phonology, syntax, etc.) in text? Does the author create a contrast between languages and/or dialects? Why do you think the author made that choice?

• What societal structures and institutions in the book are trying to regulate language?

• Work with your group to create working definition of language discrimination, based on your book, other readings in this class, and your general life experience. You’ll share the definition you create with the rest of the class so we can discuss it.