This article was about how educational institutions especially higher education

institutions choose to assume that all students have the same linguistic capability when it comes
to the English language. Then it proceeds to state that there is some sort of exclusion happening
where educational institutions and teachers create tests and alternate courses to accommodate
those to whom English is a second language. This is a way to help those students be better
prepared for the challenging English composition course. The article then gives a brief history of
international students and how Harvard was the first to implicate and entrance exam and became
a trend for the other colleges and universities as well. The article concludes by stating that the
dominant image of a student is unobtainable every time and while there are institutions and
courses that help those students master English, the process of completely mastering a language
takes a long time and it is difficult to completely dominate a language because it means
forgetting the students main language in order to put more effort into learning the prefered one.
One main idea was that students battling with dominating language are offered courses to
help bring them up to speed on English composition. These courses or programs are created to
help the students but could actually alienate them a little from the other students and may shed a
positive light onto their self-image. These courses may help them get better on what is perceived
to be the superior English language but by being placed in such a course they may be subject to
the rejection of other students who believe that they are inferior because they did not learn
English as their first language. It may also make the students feel like they are not good enough
or smart enough as learning a new language means starting over like when you were little.
Another idea that stood out was the fact that educators amongst others assume that everyone
enrolled in the class has the same background when it comes to English composition and is
termed linguistic homogeneity. This assumption is not only unfair to those whom English is their
first language because different schools prepare a student with emphasis on different course areas
but it is even more unfair to students who dont embrace English as their first language. I can tell
from personal experience that being expected to succeed in school using your second language is
difficult because it requires the student to forget their first language in order to make room for
the second. This assumption also puts the international or the other students at a disadvantage
because if they are expected to have certain skill to succeed in the class and they do not then they
already encounter a challenge that may or may not be insurmountable depending on the
motivation and drive of both the student and the educator.
At the same time, pedagogical practices based on an inaccurate image of students continue to
alienate students who do not fit the image (Kei Matsuda 639)
those who are not native speakers of dominant varieties of English are thus being held
accountable for what is not being taught (Kei Matsuda 640)
Yet a semester or two of extra language instruction was often not enough to help students fit the
dominant image- after all, learning a second language is a time consuming process, especially for
adult learners (Kei Matsuda 648)
Cleanse the great unwashed masses- people did not speak privileged english

Why did he made us read this?

How does it fit in-education shapes identity?
How does it apply in other courses?