Many rhetorical prohibitions in the standard academic English curriculum are effective rhetorical tools. But these are often judged as less-than because they do not fit a our model of what “good” (read: white) language is because the dominant narrative of multilingual students is deficit-based. However, Languages other than English should be viewed as assets rather than deficits. Students who are permitted to use their other languages are able to write longer and higher quality papers in English. This is not to say that standard academic rhetoric styles should be completely ignored. Engaging in reflection on multiple iterations of their work helps students understand the nuances of rhetorical choices and how they translate into writing
New and creative forms of expression rely on the exchange of ideas and habitus. Habitus is a system of cultural values, mores, norms, and language shared by a group of people. Habitus can be hard to confront because it has been naturalized and made invisible Also, Multicultural and plurilingual experiences can be used to teach students about critical analysis and logical fallacies
It would be better to have some examples of rhetorical styles from different cultures/habitus. See 1996 Kaplan and rhetorical styles in writing across cultures.