Linguistic Confinement: Rethinking the Racialized Interplay between Educational Language Learning and Carcerality

Autor/in	Cabral, Brian
Titel	Linguistic Confinement: Rethinking the Racialized Interplay between Educational Language Learning and Carcerality
Quelle	In: Race, Ethnicity and Education, 26 (2023) 3, S.277-297 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cabral, Brian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2022.2069742
Schlagwörter	Correlation; Language Tests; Access to Education; Educational Opportunities; English (Second Language); Second Language Learning; Second Language Instruction; Racism; Language Proficiency; Equal Education; Racial Attitudes; Language Attitudes; Disabilities; Colonialism; Punishment; English Language Learners; Educational Legislation; Federal Legislation; Hispanic American Students; Mexican Americans; Ethnic Groups; Social Structure; Spanish; Educational Change; California + Suchen Sie Ihr Suchwort? Korrelation; Language test; Sprachtest; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Rassismus; Language skill; Language skills; Sprachkompetenz; Rassenfrage; Sprachverhalten; Handicap; Behinderung; Kolonialismus; Bestrafung; Bildungsrecht; Schulgesetz; Bundesrecht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Ethnie; Sozialstruktur; Spanisch; Bildungsreform; Kalifornien
Abstract	Language assessments are often framed as benign mechanisms needed to objectively classify people's linguistic proficiencies. In this article, I argue for the need to critically re-examine how purportedly objective institutional language assessments and our participation in them deceptively reify historical and contemporary inequities. I offer the analytic of linguistic confinement that is structured by an ideological bundle of race, language, and disability. Linguistic confinement aims to re-think the racialized interplay between educational language learning and carcerality. I show this through examination of the 'long-term English learner' (LTEL) category. More specifically, I explore what insights we gain into the experiences of racialized students when we consider how colonial and carceral strategies structure educational language learning and access to broader learning opportunities. By doing this, I urge educational language scholars to attend to carcerality and scholars of carcerality to reckon with language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01