Call It What It Is: Monolingual Education in U.S. Schools

Hinton, Kip Austin

doi:10.1080/15427587.2015.1124021

Cited by 23 publications

(6 citation statements)

References 78 publications

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“…Very often, school literacy privileges linguistic modes (Moore-Russo & Shanahan, 2014; M. E. Nelson et al, 2008) and teacher-led activities (Hinton, 2016; McFarlane, 2013) and emphasizes standardized tests (Franklin & Snow-Gerono, 2007; Shelton & Brooks, 2019). Students with refugee backgrounds are often viewed as students with a singular identity (e.g., English learners or students who always need help) (Cun, 2022).…”

Section: Discussionmentioning

confidence: 99%

Writing Storybooks as Storytelling: A Case Study of Two Families with Refugee Backgrounds

Cun

2023

Written Communication

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This article describes a qualitative study of how two ethnic Burmese families in the United States authored storybooks that included their children’s drawings and writings representing their families’ stories. The theoretical perspectives of storytelling and the social semiotics multimodal approach were utilized in this inquiry. The data included interviews, video recordings of the storybook-writing process, artifacts, and informal conversations. The data were collected when both families participated in the study together. The findings show that the children took the lead in authoring and composing their storybooks and carefully chose the topics for their drawings and writings and that the process was mediated through their mothers’ oral storytelling and conversations with siblings and friends. The findings suggest that schools and teachers need to incorporate multimodal storytelling into class activities and use storytelling to support children’s agency.

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Section: Discussionmentioning

confidence: 99%

Writing Storybooks as Storytelling: A Case Study of Two Families with Refugee Backgrounds

Cun

2023

Written Communication

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“…Despite the recent spike in demand for bilingual education programming (Medina, 2016), it is estimated that only 3% of the nation's students are enrolled in bilingual or dual-language education programs (Goldenberg & Wagner, 2015). The overwhelming majority of U.S. students continue to receive monolingual English instruction through explicit or de facto English-only education policies (García & Kleifgen, 2018;Hinton, 2016). Similarly, while there has been a recent rise in the popularity of dual-language education programs in the nation as a whole (Lindholm-Leary, 2012), at the local level, it becomes clear that much of this growth results from the popularization of such programs among the white, monolingual students of the middle and upper class in what Valdez et al (2016) dubbed "the gentrification of Dual Language education" (p. 601).…”

Section: Educational Implicationsmentioning

confidence: 99%

Monolingual Language Ideologies and the Idealized Speaker: The “New Bilingualism” Meets the “Old” Educational Inequities

Chang‐Bacon

2021

Teachers College Record

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Background/Context After decades of restrictive U.S. language policies geared toward English-only education, recent years have seen a proliferation of dual-language programs, Seal of Biliteracy awards, and bilingual education programming more broadly. The demand for such programming ostensibly suggests growing consensus around the benefits of linguistic diversity—dubbed “The New Bilingualism” by The Atlantic in 2016. However, recent research suggests that the pivot to this New Bilingualism is largely taking place in contexts of privilege, disproportionately benefiting English-dominant, middle- and upper-class communities as compared with multilingual communities where demand for bilingual programming is not “new” at all. Focus of Study This piece explores how recent, well-intentioned expansions in bilingual education programming may actually reinforce historical inequities. Putting forth a framework of idealized language ideologies, the article documents how bilingualism has historically been encouraged for some and denied to others in U.S. education and policy contexts. Research Design Through historical analysis, this article documents how language ideologies overlap with racism and nationalism in educational and policy contexts across key periods of U.S. history and into the present day. Conclusions/Recommendations A framework of idealized language ideologies foregrounds (1) idealized language practices, (2) idealized speakers, and (3) institutional interests, highlighting how these dynamics function to maintain educational and broader social inequities. Applying such a lens makes it possible to simultaneously acknowledge positive expansions of bilingual programming, while also questioning the framing of such programming as “new” or as a panacea for educational inequality. In a time of rapid expansion for bilingual educational programming, this piece demonstrates that even bilingualism can be normatively framed as an idealized language ideology to reinforce problematic language hierarchies. Thus, it is imperative that teachers, teacher educators, and policy makers reckon with these historical dynamics to ensure that educational models designed to ameliorate linguistic inequities do not end up reproducing them instead.

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“…Her plurilingual language use was also impromptu and dependent on her colleague teachers' needs, rather than well thought out for students. Mei's encounter with theory-practice gap, and her MT's pedagogies are situated in a mainstream classroom where it can institutionalize and normalize monolingualism and racio-linguicism (Alim, Rickford, & Ball, 2016;Hinton, 2016).…”

Section: Professional Affordances In Monolingual Contextsmentioning

confidence: 99%

A Plurilingual Preservice Teacher's Intersectional Identity and Teaching in an Elementary Classroom

Maddamsetti¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Call It What It Is: Monolingual Education in U.S. Schools

Cited by 23 publications

References 78 publications

Writing Storybooks as Storytelling: A Case Study of Two Families with Refugee Backgrounds

Writing Storybooks as Storytelling: A Case Study of Two Families with Refugee Backgrounds

Monolingual Language Ideologies and the Idealized Speaker: The “New Bilingualism” Meets the “Old” Educational Inequities

A Plurilingual Preservice Teacher's Intersectional Identity and Teaching in an Elementary Classroom

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