Language, Education and Diversity – serie

This book provides a contemporary overview of work in critical ethnography that focuses on language and race/ism in education, as well as cutting edge examples of recent critical ethnographic studies addressing these issues. The studies in this book, while centred primarily on the North American context, have wide international significance and interdisciplinary reach and address a range of educational contexts across K-12 education and less formal educational settings. They explore the racialized construction, positioning and experiences of bi/multilingual students, and the implications of this for educational policy, pedagogy and practice. The chapters draw on a range of critical theoretical perspectives, including CRT, LatCrit, Indigenous epistemologies and bilingual education; they also address significant methodological questions that arise when undertaking critical ethnographic work, including the key issues of positionality and critical reflexivity.

This book provides a contemporary overview of work in critical ethnography that focuses on language and race/ism in education, as well as cutting edge examples of recent critical ethnographic studies addressing these issues. The studies in this book, while centred primarily on the North American context, have wide international significance and interdisciplinary reach and address a range of educational contexts across K-12 education and less formal educational settings. They explore the racialized construction, positioning and experiences of bi/multilingual students, and the implications of this for educational policy, pedagogy and practice. The chapters draw on a range of critical theoretical perspectives, including CRT, LatCrit, Indigenous epistemologies and bilingual education; they also address significant methodological questions that arise when undertaking critical ethnographic work, including the key issues of positionality and critical reflexivity.

This book details a three-year, multi-stranded study of teacher education programs that prepare future teachers to work with multilingual learners. The book examines how racism and linguicism collaborate to shape the conditions under which teacher candidates learn how to teach. The analysis traces dynamic shifts in thinking and practice as participants reflected on their personal, professional and academic experiences in relation to formal curriculum and assessment policies to interpret what it means to work with multilingual learners in the classroom. The book offers guiding principles – above all, learning from multilingual learners, not only about them – and presents a suite of teacher-education practices to disrupt the interplay of language and race that so deeply shapes teacher-candidate learning about multilingual learners.

This book details a three-year, multi-stranded study of teacher education programs that prepare future teachers to work with multilingual learners. The book examines how racism and linguicism collaborate to shape the conditions under which teacher candidates learn how to teach. The analysis traces dynamic shifts in thinking and practice as participants reflected on their personal, professional and academic experiences in relation to formal curriculum and assessment policies to interpret what it means to work with multilingual learners in the classroom. The book offers guiding principles – above all, learning from multilingual learners, not only about them – and presents a suite of teacher-education practices to disrupt the interplay of language and race that so deeply shapes teacher-candidate learning about multilingual learners.

This book brings together a broad, interdisciplinary group of leading scholars to critically assess a recent proposal within translanguaging theory called deconstructivism: the view that discrete or ‘named’ languages do not exist. Contributors explore important topics in relation to the deconstructivist turn in translanguaging, including epistemology, language ideology, bilingual linguistic competence, codeswitching, bilingual first language acquisition, the neurolinguistics of bilingualism, the significance of language naming to Indigenous language reclamation efforts, implications for bilingual education and language rights, and the effects of translanguaging on immersion programs for endangered languages. Contributing authors converge on support for a multilingual perspective on translanguaging which affirms the pedagogical and conceptual aims of translanguaging but rejects deconstructivism. The book makes a valuable contribution to the development of translanguaging theory and will be required reading for scholars and students interested in one of the most vibrant and vital debates in contemporary applied linguistics.

This book brings together a broad, interdisciplinary group of leading scholars to critically assess a recent proposal within translanguaging theory called deconstructivism: the view that discrete or ‘named’ languages do not exist. Contributors explore important topics in relation to the deconstructivist turn in translanguaging, including epistemology, language ideology, bilingual linguistic competence, codeswitching, bilingual first language acquisition, the neurolinguistics of bilingualism, the significance of language naming to Indigenous language reclamation efforts, implications for bilingual education and language rights, and the effects of translanguaging on immersion programs for endangered languages. Contributing authors converge on support for a multilingual perspective on translanguaging which affirms the pedagogical and conceptual aims of translanguaging but rejects deconstructivism. The book makes a valuable contribution to the development of translanguaging theory and will be required reading for scholars and students interested in one of the most vibrant and vital debates in contemporary applied linguistics.

This book presents, discusses and explores questions around teachers’ (mainstream teachers, student teachers, EAL teachers) conceptions of language and literacy practices as they seek to meet the educational needs of pupils from linguistically and culturally diverse backgrounds. The book captures the voices of a range of educators from various educational contexts and has implications for the future of literacy education in both pre- and in-service teacher education programmes. Learning from indigenous epistemologies associated with marginalisation and inequity in school settings, the book allows the stories and experiences of multilingual pupils in predominantly monolingual classrooms to be understood, and to form the basis of a ‘proposal for hope’: a clear set of principles to underpin specific curricular and critical pedagogical approaches for authentically inclusive and socially just classrooms.

This book explores the social, educational and linguistic acculturation of a group of Saudi wives and mothers sojourning in New Zealand while their husbands undertook full time study. Such sojourners, and their families, are faced with many challenges due to linguistic, social and cultural distance – as well as ethnic stereotyping and prejudice. They tell their stories in a series of interviews and focus groups, relating their pre-sojourn background, the challenges they faced and the changes they made during their sojourn, and their preparation for returning home post-sojourn. The narratives illustrate how these women renegotiated their own identities in relation to their changed circumstances and environment. The authors address the distinctive challenges faced by sojourners as opposed to immigrants, and present a nuanced and detailed picture of the women as individuals negotiating the complex interaction between the influence of the host country and the Saudi and Islamic identities of themselves and their children.

This book builds a space in which a diversity of voices – Indigenous teachers, activists and committed academics – are foregrounded in the processes of Indigenous education with the goal of Indigenous language reclamation. It decenters state systems of education (e.g. schooling) and instead considers the efforts of teachers (defined broadly), community activists and scholars who are developing initiatives to support Indigenous language practices in, around and beyond schooling, thereby emphasizing diverse processes of language reclamation in complex and varied settings. The authors invite the reader to reconsider language reclamation in the face of climate change and neocolonial exploitation, offering a source of radical hope for the future. Central to the book are narratives regarding community-based collaborations, which subvert the asymmetrical power relations between academia and educational practitioners and activists, and call into question the categories constructed by a top-down approach, as well as the colonial relationships that linguistic anthropology and linguistics have constructed within the spaces and people they ‘study’.

This book builds a space in which a diversity of voices – Indigenous teachers, activists and committed academics – are foregrounded in the processes of Indigenous education with the goal of Indigenous language reclamation. It decenters state systems of education (e.g. schooling) and instead considers the efforts of teachers (defined broadly), community activists and scholars who are developing initiatives to support Indigenous language practices in, around and beyond schooling, thereby emphasizing diverse processes of language reclamation in complex and varied settings. The authors invite the reader to reconsider language reclamation in the face of climate change and neocolonial exploitation, offering a source of radical hope for the future. Central to the book are narratives regarding community-based collaborations, which subvert the asymmetrical power relations between academia and educational practitioners and activists, and call into question the categories constructed by a top-down approach, as well as the colonial relationships that linguistic anthropology and linguistics have constructed within the spaces and people they ‘study’.

Identifies diverse language uses in sociolinguistically underexplored formal domains of education in South Asia.This book presents empirical research from a wide range of South Asian contexts, in order to develop critical understandings of the intricate relationships between translingual practices, language education, social justice and equity. The chapters explore the feasibility, acceptance and prospects of translingual practices as meaningful communication and pedagogic practices in South Asian English language classrooms.The authors identify diverse language uses in sociolinguistically unexplored formal domains of education and address the persistent monolingual biases and ideologies, hegemonic language policies and negative attitudes towards non-standard varieties of English and other languages within these contexts.The book raises awareness of the marginalisation, violence, intolerance and injustice sustained through English language education in South Asia and suggests steps to ensure linguistic rights, linguistic equity and social justice.This book is Open Access under a CC BY NC ND license.

Identifies diverse language uses in sociolinguistically underexplored formal domains of education in South Asia.This book presents empirical research from a wide range of South Asian contexts, in order to develop critical understandings of the intricate relationships between translingual practices, language education, social justice and equity. The chapters explore the feasibility, acceptance and prospects of translingual practices as meaningful communication and pedagogic practices in South Asian English language classrooms.The authors identify diverse language uses in sociolinguistically unexplored formal domains of education and address the persistent monolingual biases and ideologies, hegemonic language policies and negative attitudes towards non-standard varieties of English and other languages within these contexts.The book raises awareness of the marginalisation, violence, intolerance and injustice sustained through English language education in South Asia and suggests steps to ensure linguistic rights, linguistic equity and social justice.This book is Open Access under a CC BY NC ND license.

Provides the teaching methods and strategies educators need to foster diverse, inclusive and unbiased classroom environments.This book helps classroom teachers and educational leaders to support Asian American students in a variety of school settings, exploring their dual language use, literacy development and multifaceted identity (re)construction.Contributing to the fields of multi/plurilingual and multi/pluricultural education, it synthesizes key philosophical concepts, theories and perspectives that contemporary educators should be familiar with when working with racially, linguistically and culturally diverse student populations. It draws on 10 years of data from Korean heritage language schools and addresses topics such as translanguaging, culturally responsive and sustaining pedagogy, transnationalism, AsianCrit theory and raciolinguistic ideologies.This book provides teachers, teacher educators and parents with valuable knowledge and understanding of how to adequately support students from diverse backgrounds in inclusive and unbiased classrooms.