Teaching a Critical Place-Based College Composition Course in Appalachia.

This article focuses on the implementation of critical place-based pedagogy in college composition courses to validate and incorporate students' nonstandard dialects, particularly Appalachian English, within academic writing. Drawing on teaching experiences at West Virginia University, the author illustrates how assignments centered on students' relationships with their hometowns encourage reflection on linguistic diversity, challenge the privileging of Standard English, and foster a greater sense of belonging among students from marginalized communities. The article highlights how such pedagogy aligns with the 1974 Conference on College Composition and Communication (CCCC) statement affirming students' right to their own language and addresses the ongoing stigmatization of nonstandard dialects in educational settings. It also situates Appalachia as a case study for broader applications of critical place-based writing pedagogy that can support diverse student identities and counteract regional and cultural stereotypes.