Aquí No Se Habla Español: Stories of Linguistic Repression in Southwest Schools

MacGregor-Mendoza, Patricia

doi:10.1080/15235882.2000.10162772

Cited by 38 publications

(13 citation statements)

References 3 publications

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“…Languages other than English have little visibility inside and outside most classrooms and are marginalized. Teachers observe students being unable to use their native language proficiently and are concerned about the negative impact of language loss on parent-child interaction and cultural transmission (see also Fillmore 1991;MacGregor-Mendoza 2000;Rodriguez 1982;Wright 2004). They also noted the renewed push for efficiency (rapid English acquisition) and a programmatic hierarchy that devalued bilingualism.…”

Section: Assimilationist Pressures After Questionmentioning

confidence: 94%

Contextualizing Policy Appropriation: Teachers’ Perspectives, Local Responses, and English-only Ballot Initiatives

Jong

2008

Urban Rev

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Few studies have focused on practitioners' perspectives on and interpretations of official language policies in schools and how such policies shape their practices. Teachers are an integral part of the process of policy appropriations that occur within and across policy levels (state, district, school, and teacher). Through interviews with eighteen elementary teachers, this qualitative study focused on the experiences of teachers in one district as they negotiated the impact of Question 2, an English-only law passed by Massachusetts voters in 2002. Specifically, the study examined the teachers' perspectives on the passage of a top-down English-only state law, its implementation in their district, and its impact on their classroom practices. The study illustrates the multiplicity of policy appropriation: interpretations of the meaning of the policy for practice varied according to policy level (intent of the law, district administrator's interpretation, school-based interpretations), often leading to contradictory discourses. As a result, the teachers in the study had to (be able to) negotiate often contradictory policy discourses in their daily practices. The findings also underscore the importance of contextualizing policy processes: teachers' views of Question 2 were shaped by their own beliefs but also by the way the district conceptualized and interpreted the law.

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Section: Assimilationist Pressures After Questionmentioning

confidence: 94%

Contextualizing Policy Appropriation: Teachers’ Perspectives, Local Responses, and English-only Ballot Initiatives

Jong

2008

Urban Rev

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“…Valdés (1998) and MacGregor-Mendoza (2000) discuss how language remediation can be utilized as a tool for segregation, creating a school within a school that marginalizes and limits multilingual learners' opportunities for academic growth. Wiley and Wright (2004) and Johnson (2005aJohnson ( , 2005b show how the push for linguistic assimilation, as communicated in Massachusetts state policies, has generally been a method of social control through deculturation for the purpose of subordination and assimilation (Spring, 2004).…”

Section: Successful Multilingual Learnersmentioning

confidence: 99%

Linguicism and Racism in Massachusetts Educational Policy

Viesca

2013

EPAA

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Abstract:The paper presents a frame analysis of Massachusetts state policy regarding the education of multilingual learners and their teachers through the lens of critical race t heory (CRT). My analysis suggests that even though current policy in Massachusetts is framed in terms of the overarching goals of educational quality and equality, in reality it substantively sanctions inequitable practices. This paper demonstrates that racism and linguicism towards multilingual learners are legally sanctioned in Massachusetts public schools as a consequence of state policy, thus contributing to educational disparities. Keywords: multilingual learners; English-only policies; critical race theory Lingüicismo y racismo en la política educativa de MassachusettsResumen: Este artículo presenta un análisis de los marcos conceptuales de la política del estado de Massachusetts en relación con la educación de los alumnos multilingües y sus profesores usando la perspectiva de la teoría crítica de la raza (CRT por sus iniciales en inglés). Mi análisis sugiere que a pesar de que la política actual en Massachusetts se enmarca en términos de objetivos globales de calidad educativa e igualdad, en realidad de manera sustantiva justifica prácticas injustas. En este trabajo se demuestra que el racismo y lingüicismo hacia los alumnos multilingües son apoyados legalmente en las escuelas públicas de Massachusetts como consecuencia de políticas de Estado, lo que contribuye a las desigualdades educativas. Lingüicismo e racismo na política de educação em MassachusettsResumo: Este trabalho apresenta uma análise dos marcos conceituais da política do estado de Massachusetts em relação à educação dos estudantes multilíngues e seus professores utilizando o ponto de vista da teoria racial crítica (CRT por sua sigla em Inglês). Minha análise sugere que, apesar da atual política em Massachusetts está enquadrada em termos de objectivos gerais da qualidade da educação e da igualdade, na realidade justifica um sistema substancialmente injusto. Neste trabalho demonstramos que o racismo e o lingüicismo para os estudantes multilíngues são suportadas legalmente nas escolas públicas de Massachusetts, como resultado das políticas de governo, contribuindo para as desigualdades educacionais. Palavras-chave: alunos multilíngues; inglês como o único linguajem; teoria racial crítica

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“…Without using the term 'linguistic terrorism,' many researchers have examined these themes. Linguistic discrimination and oppression in school policies and practices in the Southwest are widely documented (Cole & Johnson, 2013;MacGregor-Mendoza, 2000;Rosa, 2016aRosa, , 2016bVilla, 2002). Outside of school, linguistic discrimination has been considered in the workplace (Barrett, 2006), in court cases (Lippi-Green, 2011), in newspapers (Santa Ana, 1999), and in the media (Hill, 1999).…”

Section: Literature Reviewmentioning

confidence: 99%

Linguistic Terrorism in the Borderlands: Language Ideologies in the Narratives of Young Adults in the Rio Grande Valley

Christoffersen

2019

International Multilingual Research Journal

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In the US/Mexico borderlands, local language varieties face frequent discrimination and delegitimization, described by Anzaldúa (1987) as 'linguistic terrorism.' The present study uses the three-level positioning framework (Bamberg & Georgakopoulou, 2008) to analyze how young adults in the Rio Grande Valley (RGV) in south Texas construct borderland identities by positioning themselves with respect to 'linguistic terrorism' in sociolinguistic interviews. In their narratives, young adults enact, ascribe, and accept but also reject, subvert, and reconstitute language ideologies, including national identities, raciolinguistic ideologies, and standard language ideologies. An understanding of these multiple and contradictory borderland positionalities holds important implications for critical language awareness as a way for language educators to counter 'linguistic terrorism' in both physical and metaphorical borderlands.

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Aquí No Se Habla Español: Stories of Linguistic Repression in Southwest Schools

Cited by 38 publications

References 3 publications

Contextualizing Policy Appropriation: Teachers’ Perspectives, Local Responses, and English-only Ballot Initiatives

Contextualizing Policy Appropriation: Teachers’ Perspectives, Local Responses, and English-only Ballot Initiatives

Linguicism and Racism in Massachusetts Educational Policy

Linguistic Terrorism in the Borderlands: Language Ideologies in the Narratives of Young Adults in the Rio Grande Valley

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