Language as Whose Resource?: When Global Economics Usurp the Local Equity Potentials of Dual Language Education

Delavan, M. Garrett; Valdez, Verónica E.; Freire, Juan A.

doi:10.1080/19313152.2016.1204890

Cited by 44 publications

(11 citation statements)

References 21 publications

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“…While this might be construed as promoting the students' multilingualism by gaining Finnish, these attitudes may overlook the benefits of the home language to further cognitive and conceptual development. In addition, this view fails to take into account its importance in affirming identity, creating family bonding, nurturing relationships and maintaining relations with relatives in the countries of origin (see also Delavan et al, 2017). Even though most teachers reported sometimes allowing the use of their students' home languages in their lessons, one fourth of the teachers reported having a "Finnish only" policy, arguing that the use of other languages would be a tool to bully others and exclude other students (and the teacher) from discussions.…”

Section: Discussionmentioning

confidence: 99%

Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity

Alisaari

Heikkola

Commins

et al. 2019

Teaching and Teacher Education

142

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Section: Discussionmentioning

confidence: 99%

Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity

Alisaari

Heikkola

Commins

et al. 2019

Teaching and Teacher Education

142

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“…In the final stage of our analysis, we analyzed this smaller sample of texts in order to identify the presence of EH and GHC discourses within them. We drew on related research (e.g., Delavan, Valdez, & Freire, ; Katznelson & Bernstein, ) to help identify features of EH and GHC discourses: for example, descriptions of globalization or discussions of the marginalization of nonnative English users, students of color, or students from less affluent backgrounds.…”

Section: Methodsmentioning

confidence: 99%

Recognizing Whose Bilingualism? A Critical Policy Analysis of the Seal of Biliteracy

Subtirelu

Borowczyk

Hernández

et al. 2019

The Modern Language Journal

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The Seal of Biliteracy is as an initiative to incentivize and credentialize bi‐/multilingualism in K–12 education in the United States. While it has been widely celebrated as a positive development in U.S. educational language policy, it is important to consider to what extent marginalized students benefit from this initiative. This critical policy analysis explores possible inequities in the way that the Seal has been promoted, enacted in policy, and implemented in schools, focused primarily on California. Three findings are reported. First, advocates and policy makers have constructed the purpose of the Seal as primarily aimed at promoting foreign or world language education, raising questions about the degree to which the recognition of language‐minoritized students’ linguistic repertoires is a focus. Second, the policy requirements for demonstrating biliteracy advantage students, especially native English‐speaking students, who are studying a foreign or world language as part of their school's curriculum. Third, schools with high percentages of students of color and students from low‐income families are less likely to participate in the program, suggesting that students privileged along lines of race and class have greater access to the program. This article concludes by suggesting improvements in policy and directions for future research that might contribute to addressing these inequities.

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“…The linguists are always looking for alternative plans to maintain minority languages that a language shift has caused. Language researchers often face people who leave their mother tongue due to political and economic pressures [14]- [16]. A language preservation program is carried out in legal recognition of the minority language [17], [18].…”

Section: Related Workmentioning

confidence: 99%

Computerization of Local Language Characters

Baso¹,

Agussalim²

2021

IJACSA

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The objective of this study is to provide innovative model for the approach of language preservation. It is necessary to maintain indigenous languages in order to avoid language death. Script applications for indigenous languages are one of the solutions being pursued. This script program will facilitate communication through writing between speakers of indigenous languages. Additionally, the study illustrates the implementation of the Lontara script (Bugis-Makassar local language letters and characters). This script application is compatible with the Microsoft Windows operating system and the Hypertext Transfer Protocol (HTTP). This study employed the research and development (R&D) approach. Six stages are followed in this R & D study: 1) doing a requirements analysis to determine the viability of Bugis-Makassar indigenous languages in everyday life and also to determine ways to retain them 2) designing and constructing Lontara scripts with hypertext-based applications, 3) producing Lontara scripts with hypertext-based applications, and 4) validating the hypertext-based applications through oneto-one testing, small and large group testing. 5) Lontara application revision; and 6) Lontara application as a finished product. This product is designed to be used in conjunction with other interactive applications.

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Language as Whose Resource?: When Global Economics Usurp the Local Equity Potentials of Dual Language Education

Cited by 44 publications

References 21 publications

Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity

Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity

Recognizing Whose Bilingualism? A Critical Policy Analysis of the Seal of Biliteracy

Computerization of Local Language Characters

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