Monolingual Ideologies in the Discourse of U.S. College Remediation Reform

Autor/inn/en	Harklau, Linda; Batson, Kate C.
Titel	Monolingual Ideologies in the Discourse of U.S. College Remediation Reform
Quelle	In: Innovative Higher Education, 48 (2023) 5, S.763-786 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harklau, Linda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-023-09654-9
Schlagwörter	Monolingualism; Remedial Instruction; Educational Change; Educational Policy; Discourse Analysis; Multilingualism; English (Second Language); Second Language Learning; Language Attitudes; Language of Instruction; Language Usage; Web Sites; Literacy; College Preparation; Second Language Instruction; English for Academic Purposes; Undergraduate Students; California + Suchen Sie Ihr Suchwort? Förderkurs; Bildungsreform; Politics of education; Bildungspolitik; Diskursanalyse; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachverhalten; Teaching language; Unterrichtssprache; Sprachgebrauch; Web-Design; Alphabetisierung; Schreib- und Lesefähigkeit; Fremdsprachenunterricht; Kalifornien
Abstract	Remediation reform is an influential policy movement in U.S. higher education that aims to increase college completion rates. College first-year reading and writing course requirements have been a major focus of this movement, particularly prerequisite "developmental" course sequences for entering students who are deemed underprepared for college. However, the policy implications of this movement remain unclear for the growing number of multilingual students entering U.S. colleges and universities, and particularly for multilingual learners (MLLs) who are still in the process of developing college-level English proficiency. Accordingly, this paper examined the policy discourse on websites of three prominent remediation reform movement (RRM) organizations to identify explicit and implicit ideologies about language, multilingualism, and literacy that underlie reform policies. Using a Critical Discourse Studies approach to language education policy analysis (Barakos, 2016) and focusing specifically on lexical choice, we find that RRM organizational websites discursively maintain and promote English monolingualism as the normative medium and goal of college literacy instruction. Using a California-based RRM organization as an example, we also suggest that the prevailing English monolingual ideology of the RRM may be moderated by context. Based on these findings we suggest further research and consider implications for RRM college language and literacy education policies for MLL and other multilingual students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01