Undoing Appropriateness Raciolinguistic

Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education Flores & Rosa 2015

Similarly, there is a growing body of research that illustrates the value of bilingual education that builds on, rather than erases, the home languages of immigrant children (Cummins, 2000).

raciolinguistic ideologies that con ate certain racialized bodies with linguistic de ciency unrelated to any objective linguistic practices. That is, raciolinguistic ideologies produce racialized speaking subjects who are constructed as linguistically deviant even when engaging in linguistic practices positioned as normative or innovative when produced by privileged white subjects.

monoglossic language ideologies, which position idealized monolingualism in a standardized national language as the norm to which all national subjects should aspire (Flores, 2013).

—> What is the CS equivalent? HN Dataset: https://news.ycombinator.com/item?id=10440502

Subscription to monoglos- sic language ideologies can be understood as part of what Silverstein (1998) describes as “a culture of monoglot standardization” (p. 284), in which pow- erful allegiances to imagined linguistic norms persist regardless of whether anyone actually adheres to those norms in practice.

critical language awareness Alim (2005)       —> Connected to Inoue’s (2006) focus on listening subject rather than speaking subject  “‘How can language be used to maintain, reinforce, and perpetuate existing power relations?’ And, conversely, ‘How can language be used to resist, rede ne and possibly reverse these relations?’” (p. 28).

Alim, H. S. (2005). Critical language awareness in the United States: Revisiting issues and revising pedagogies in a resegregated society. Educational Researcher, 34(7), 24–31.

even when long-term English learners, heritage language learners, and Standard English learners adopt idealized linguistic practices, they are still heard as de cient language users. Attempting to teach language-minoritized students to engage in the idealized linguistic practices of the white speaking subject does nothing to challenge the underlying racism and monoglossic language ideologies of the white listening subject. Additive approaches to language education inadver- tently legitimate and strengthen, rather than challenge, the marginalization of language-minoritized students.