Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education

In this article, Nelson Flores and Jonathan Rosa critique appropriateness-based approaches to language diversity in education. Those who subscribe to these approaches conceptualize standardized linguistic practices as an objective set of linguistic forms that are appropriate for an academic setting....

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Vydáno v:Harvard educational review Ročník 85; číslo 2; s. 149 - 171
Hlavní autoři: Flores, Nelson, Rosa, Jonathan
Médium: Journal Article
Jazyk:angličtina
Vydáno: Cambridge Harvard Education Publishing Group 01.06.2015
Harvard Education Press
Témata:
Black Dialects
Classification
Criticism
Decision-making
Education
English (Second Language)
English as a second language learning
Equal Education
Foreign policy
Heritage Education
Heritage language
Ideology
Language Attitudes
Language diversity
Language ideologies
Language Skills
Language use
Language Variation
Languages
Metalinguistics
Migration
Minority Group Students
Multilingualism
Nonstandard Dialects
Racial Attitudes
Regulation
Romani people
Second Language Instruction
Second Language Learning
Standard Spoken Usage
Students
Teaching Methods
Theoretical linguistics
Whites
World War II
New York
United States > US
Massachusetts
ISSN:0017-8055, 1943-5045
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Shrnutí:In this article, Nelson Flores and Jonathan Rosa critique appropriateness-based approaches to language diversity in education. Those who subscribe to these approaches conceptualize standardized linguistic practices as an objective set of linguistic forms that are appropriate for an academic setting. In contrast, Flores and Rosa highlight the raciolinguistic ideologies through which racialized bodies come to be constructed as engaging in appropriately academic linguistic practices. Drawing on theories of language ideologies and racialization, they offer a perspective from which students classified as long-term English learners, heritage language learners, and Standard English learners can be understood to inhabit a shared racial positioning that frames their linguistic practices as deficient regardless of how closely they follow supposed rules of appropriateness. The authors illustrate how appropriateness-based approaches to language education are implicated in the reproduction of racial normativity by expecting language-minoritized students to model their linguistic practices after the white speaking subject despite the fact that the white listening subject continues to perceive their language use in racialized ways. They conclude with a call for reframing language diversity in education away from a discourse of appropriateness toward one that seeks to denaturalize standardized linguistic categories.
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ISSN:0017-8055
1943-5045
DOI:10.17763/0017-8055.85.2.149