Language Ideologies Education And The Social Implications Of Official Language

How do educators balance the rights of the rapidly growing percentage of the United States' population whose first language is not English or whose English differs from standard usage with the rights of the majority of students whose first and generally only language is English? This two-volume set addresses the complicated and divisive issues at the heart of the debate over language diversity and the English Only movement in the U.S. public education. Blending social, political, and legal analyses of the ideologies of language with perspectives on the impact of the English Only movement on education and on classrooms at all levels, Language Ideologies: Critical Perspectives on the Official English Movement offers a wide range of perspectives that teachers and literacy advocates can use to inform practice as well as policy. This exhaustive, two-volume collection not only updates existing information on the English Only movement in the United States, but also includes the international context, looking at the emergence of English as a world language through a postcolonial lens. The complexity of the debate is also reflected in the exceptionally diverse list of contributors, who speak from varying disciplines and backgrounds including sociology, linguistics, university administration, the ACLU, law, ESL, and English. Both volumes explore the political, legislative, and social implications of language ideologies. Volume 1: Education and the Social Implications of Official Language focuses in particular on the consequences for the classroom. In Volume 2: History, Theory, and Policy, the focus is on the implications for policymakers and language-program administrators.

How do educators balance the rights of the rapidly growing percentage of the United States' population whose first language is not English or whose English differs from standard usage with the rights of the majority of students whose first and generally only language is English? This two-volume set addresses the complicated and divisive issues at the heart of the debate over language diversity and the English Only movement in the U.S. public education. Blending social, political, and legal analyses of the ideologies of language with perspectives on the impact of the English Only movement on education and on classrooms at all levels, Language Ideologies: Critical Perspectives on the Official English Movement offers a wide range of perspectives that teachers and literacy advocates can use to inform practice as well as policy. This exhaustive, two-volume collection not only updates existing information on the English Only movement in the United States, but also includes the international context, looking at the emergence of English as a world language through a postcolonial lens. The complexity of the debate is also reflected in the exceptionally diverse list of contributors, who speak from varying disciplines and backgrounds including sociology, linguistics, university administration, the ACLU, law, ESL, and English. Both volumes explore the political, legislative, and social implications of language ideologies. Volume 1: Education and the Social Implications of Official Language focuses in particular on the consequences for the classroom. In Volume 2: History, Theory, and Policy, the focus is on the implications for policymakers and language-program administrators.

Reproduction of the original: To Let by John Galsworthy

The challenges posed by globalization for languages, policies and education form the basis of this collection of selected doubly-blind peer-reviewed articles, which have been put together following the 2014 PLIDAM conference on “Policies and Ideologies in Language Teaching: Actors and discourses”. The chapters collected in this volume revolve around the topic of globalization, which we understand to be a blend of ideas covered by at least four meanings: (1) internationalization, in reference to the growing interdependence and transactions between countries; (2) liberalization, which has to do with the forming of an ‘open’ and ‘borderless’ world economy; (3) universalization of certain phenomena around the world; and (4) westernization, with an emphasis on the influence of Western values (gender equality, freedom of speech and other ideas inspired by the West) over the rest of the world. The four broad themes that the chapters are organised into are (I) Policies in Language Teaching and Learning; (II) Language Policy, Ideology and Minority Languages; (III) Language Teaching and Learning across Cultures; (IV) Language Teaching and Learning with Technology. Contributing to the knowledge, discussion and debate about the impact that globalization has had on languages, policies and education in a wide variety of contexts, we hope that this book will be useful and informative to language researchers, policy makers and anyone with an interest in the intersecting field between languages, policies and education.

This book explores the ideologies, policies, and practices of English language education around the world today. It shows the ways in which ideology is a constituent part of the social realities of English language teaching (ELT) and how ELT policies and practices are shaped by ideological positions that privilege some participants and marginalize others. Each chapter considers the multiple ideologies underlying the thinking and actions of different members of society about ELT and how these inform overt and covert policies at the national level and beyond. They examine the implications of investigating ELT ideologies and policies for advancing socio-political understandings of practical aspects such as instruction, materials, assessment, and teacher education in the field. Introducing new persepctives on the theory and practice of language teaching today, this book is ideal reading for researchers and postgraduate students interested in applied linguistics and language education, faculty members of higher education institutions, English language teachers, and policy makers and planners.

While standard language ideology (SLI) is harmful in its exclusion of minorities through expression of language and race, translingualism provides a positive scaffolding characterized by the disposition of openness. Translingualism suggests that each utterance creates meaning and is a direct rebellion against SLI. It privileges unprivileged varieties of English over so-called Standard English. In order to combat SLI, scholars have emphasized the need for congenial multicultural spaces where students can use their cultural and linguistic resources as an asset and which supports the idea of students learning from each other through their diversity. Teaching Practices and Language Ideologies for Multilingual Classrooms is an essential scholarly publication that examines the educational necessities for diverse student populations and multilingual students and provides rich teaching resources for guiding the creation of classroom environments that engage multilingual students and support their writing and problem-solving skills. Featuring a range of topics such as ethics, code-switching, and language education, this book is ideal for teachers, instructional designers, academicians, sociologists, administrators, language professionals, researchers, and students.

Addresses the complex & divisive issues at the heart of the debate over language diversity & the English Only movement in U.S. education. Offers a range of perspectives that teachers & literacy advocates can use to inform practice as well as policy.