Threading Systemic Change for Language Equity in Schools

Autor/inn/en	Jensen, Bryant; Valdés, Guadalupe
Titel	Threading Systemic Change for Language Equity in Schools
Quelle	In: Language and Education, 35 (2021) 6, S.574-581 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2021.1983589
Schlagwörter	Equal Education; Educational Change; Minority Group Students; Governance; Language Minorities; School Policy; Classroom Techniques; Interdisciplinary Approach; Moral Values; Educational Improvement; Systems Approach; Alignment (Education); Educational Cooperation; Language Usage; Code Switching (Language); Native Language; Second Language Learning; English (Second Language); English Language Learners; Kindergarten + Suchen Sie Ihr Suchwort? Bildungsreform; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Sprachminderheit; Schulpolitik; Klassenführung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Moral value; Ethischer Wert; Teaching improvement; Unterrichtsentwicklung; Systemischer Ansatz; cooperation; Kooperation; Sprachgebrauch; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	We identify contributions in this special issue in terms of two essential ways of threading systemic change for language equity in schools: theories/concepts from school governance down to classroom practice, and values/morals from practical realities in classrooms up. We characterize 'language equity' as a sense of belonging and meaningful participation in academic activity for linguistically-minoritized students, and show how threading concepts and values for systemic change requires concerted collaborations with educators as well as interdisciplinary frameworks and research methods. Further collaborations are needed to explicate moral commitments for language equity, to align concepts and values, and to examine coherence in school policies and classroom practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01