Linguistic hegemony today: recommendations for eradicating language discrimination

Scott, Lakia M.; Venegas, Elena M.

doi:10.1108/jme-09-2015-0028

Cited by 6 publications

(6 citation statements)

References 11 publications

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“…According to Mensah [58], many teacher education programs fail to prepare "teachers to meet the academic needs of culturally and racially diverse students through instruction and curriculum" (p. 155). The forms of knowledge contributing to cultural competency include Ladson-Billings' [17,18] culturally relevant pedagogy, Gay's [59][60][61][62] culturally responsive teaching, and Paris's [33] culturally sustaining pedagogy, which is briefly discussed.…”

Section: Cultural Competency Knowledge (Cck)mentioning

confidence: 99%

“…Integrating sociopolitical consciousness, she maintained, allows teachers to create conducive learning spaces where they and their students collectively [co-construct], identify, analyze, and solve real-world problems that impact education. Studies support using CRP because classroom curricula must be culturally relevant for students whose home experiences differ from those of the Eurocentric mainstream culture and curriculum [12,61,62].…”

Section: Culturally Relevant Pedagogy (Crp)mentioning

confidence: 99%

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Culturally Responsive Pedagogical Knowledge: An Integrative Teacher Knowledge Base for Diversified STEM Classrooms

Ogodo

2024

Education Sciences

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Teaching can be challenging, especially when teachers are under-prepared to enter a workforce with a constantly changing landscape. Preparing teachers for STEM content has generated multiple approaches from varying perspectives. While some scholars advocate for content expertise, others promote pedagogy or social context as approaches for translating STEM content for students. Yet, many contend that teachers must be culturally knowledgeable to respond to student diversity effectively. While these arguments are valuable and needed, many have not considered the interconnectedness of these approaches, often used in silos. This conceptual paper unpacks some of these arguments using the social constructivism theory of learning as the epistemic lens to examine and interpret what STEM teacher knowledge should encompass in the 21st-century diversified classroom. After thoroughly evaluating the core elements of three commonly used teacher constructs, this paper presents an integrative, holistic teacher knowledge—culturally responsive pedagogical knowledge (CRPK) framework that considers the necessary qualities that teachers must possess that are functional, content-focused, and pedagogically inclusive. The proposed CRPK construct would be a valuable programmatic tool for teacher preparation, curriculum development, and classroom praxis.

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Section: Cultural Competency Knowledge (Cck)mentioning

confidence: 99%

Section: Culturally Relevant Pedagogy (Crp)mentioning

confidence: 99%

Culturally Responsive Pedagogical Knowledge: An Integrative Teacher Knowledge Base for Diversified STEM Classrooms

Ogodo

2024

Education Sciences

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“…Building on Foucault's ideas, the legitimisation (and suppression) of certain language practices can be viewed through a similar post-structural lens which focuses on how dominant languages are perceived to be "superior", with the concomitant assertion that all other language practices are "inferior" (Scott and Venegas 2017). Multilingualism may be promoted or constrained through language planning that aims to expand or limit linguistic diversity (Liddicoat and Taylor-Leech 2015); and the promotion of linguistic homogeneity in multi-diverse societies can be seen as a tool for encouraging assimilation under the guise of social cohesion (Vasta 2007).…”

Section: English As a Dominant Discourse In Englandmentioning

confidence: 99%

Multilingual communication under the radar: how multilingual children challenge the dominant monolingual discourse in a super-diverse, Early Years educational setting in England

Fashanu

Wood

Payne

2019

English in Education

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The operant "one nationone language" model in Western culture has resulted in linguistic hegemony being almost universally presented as an uncontentious reality. This article accepts Foucault's challenge to deconstruct this officially sanctioned "truth" by looking at how the educational system in England legitimises the discourse that speaking English is normal, marginalising multilingual practices. Data is drawn from a year-long study of thirty "superdiverse" children in an inner-city school in the north of England. The research presents language portraits in which the children demonstrate they have internalised the rhetoric that English should be spoken in school. These are contrasted with ethnographic observations which provide co-constructed researcher-pupil cartoons representing social interactions in a range of contexts. The illustrations demonstrate how the children challenge the idealisation of English language in school by operating spatial agency in which they seek (and find) opportunities in peripheral and liminal spaces to speak their own language.

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“…Multilingual learners are also less likely to receive instruction that supports rich language development than their non-disabled peers (Kangas, 2014;González and Artiles, 2015). Reflecting English-centric education policies and practices in the U.S. (Scott and Venegas, 2017), academic goals in the IEP prioritize eventual achievement in English.…”

Section: Introductionmentioning

confidence: 99%

Beyond English centrality: integrating expansive conceptions of language for literacy programming into IEPs

Ferrell,

Soltero-González,

Kamioka

2024

Front. Educ.

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This article addresses the English centrality in reading policy, assessment, and instructional practices in the U.S. and its implications for the educational programing for emerging bilingual students (EBs) with disabilities. A recent review of the state of practice as it relates to EBs with disabilities reveals concerns that have endured for nearly six decades: biased assessment, disproportionality issues in special education, and teachers’ lack of understanding of language acquisition and students’ potential. These concerns demonstrate a need for the field to prioritize multilingual lenses for both the identification of and programming for EBs with disabilities. We propose attention to conceptions of language that expand beyond the structuralist standpoint that prevails in the current science of reading reform. We offer guiding principles for IEP development grounded in sociocultural perspectives when designing bilingual instructional practices, which can be applied to the educational programming for EBs with disabilities. Within a sociocultural view of bilingualism and biliteracy, language, and literacy are understood by multiplicities in use, practice, form, and function, in which all communicators draw from expansive meaning-making repertoires, whether in listening, speaking, reading, writing, viewing, and multimodally representing. By expanding conceptions of a student’s linguistic repertoire, we honor their use of language as one, holistic system in which their named languages plus a multitude of linguistic practices intersect and interact.

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Linguistic hegemony today: recommendations for eradicating language discrimination

Cited by 6 publications

References 11 publications

Culturally Responsive Pedagogical Knowledge: An Integrative Teacher Knowledge Base for Diversified STEM Classrooms

Culturally Responsive Pedagogical Knowledge: An Integrative Teacher Knowledge Base for Diversified STEM Classrooms

Multilingual communication under the radar: how multilingual children challenge the dominant monolingual discourse in a super-diverse, Early Years educational setting in England

Beyond English centrality: integrating expansive conceptions of language for literacy programming into IEPs

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