Academic Language and the Minoritization of U.S. Bilingual Latinx Students

Autor/inn/en	García, Ofelia; Solorza, Cristian R.
Titel	Academic Language and the Minoritization of U.S. Bilingual Latinx Students
Quelle	In: Language and Education, 35 (2021) 6, S.505-521 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (García, Ofelia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1825476
Schlagwörter	Academic Language; English (Second Language); Second Language Learning; Hispanic American Students; Bilingualism; Language Attitudes; Epistemology; Foreign Policy; Educational Change; Minority Group Students; Language Usage; Code Switching (Language); Standards; Educational Policy; Web Sites; Language Role; Kindergarten; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bilingualismus; Sprachverhalten; Erkenntnistheorie; Außenpolitik; Bildungsreform; Sprachgebrauch; Standard; Politics of education; Bildungspolitik; Web-Design
Abstract	Most U.S. educational reforms have narrowly focused on how to improve the ways in which students use language, and most specifically English. But in the last two decades, it is something called "academic language" that has permeated all education discourse. Here we discuss the development of the construct of academic language and the pernicious effects it has had on Latinx minoritized bilingual students. We focus on how academic language is being used to enregister Latinx students as "non-academic," ignoring bilingual Latinx epistemologies and ways of languaging. We interrogate the rigidity of the linguistic borders that have been drawn around the concept of academic language, linking it to the epistemological and ideological orientations about language as an autonomous entity produced by colonialism. We show how standards and other educational products are being used to police linguistic borders that are increasingly responsible for the failure of Latinx bilingual students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01