Language, Education, and Ideology: Mapping the Linguistic Landscape of U.S. Schools

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Greenwood Publishing Group, 2002 - Education - 199 pages

Language educators in general, and foreign language educators in particular, need to be aware of and sensitive to issues related to the interface and nexus of language, education, and ideology. This work places foreign language education in its social context, as well as applying critical pedagogy to the foreign language classroom, to help educators become more aware of the social, political, historical, and economic contexts in which they work and which effect the classroom setting.

Research and scholarship in critical pedagogy is impressive, extensive, and powerful, and has had significant impact on nearly every aspect of contemporary educational scholarship. One area in which critical theory and critical pedagogy have been slow to have a noticeable effect, however, is that of language education, especially foreign language education. Further, while a number of important works address issues of critical literacy, there are no general works presenting critical perspectives on language and language issues targeting classroom teachers and other educators.

This work offers a broad and comprehensive overview of language and linguistic issues that emerge in the classroom context from a critical philosophical perspective. The central focus is on the nexus of issues of language, education, and ideology, as the title suggests, and specific topics covered will include language and power, linguistic purism, the marginalization of second language education in the United States, the phenomenon of ideological monolingualism in the United States, the hierarchy of the less commonly taught languages (both in terms of its etiology and the ideological and hegemonic functions this hierarchy serves), nonmainstream language varieties in school settings, issues of linguistic legitimacy in the classroom context, the politics and ideological context of bilingual education in the United States, language policy both as a tool for oppression and as a means of empowerment, and finally, the need for critical language awareness on the part of all educators.

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Language and Power in School and Society Cui bono?
French isnt a real class The Marginalization of Foreign Language Education
Failure As Success Language and Ideology in US Foreign Language Education
Why Study Uzbek? Considering the Less Commonly Taught Languages1
My Language Is Better Than Yours Language Bias and Language Variation in the Classroom
Language and Multiculturalism Coming to Grips with Diversity
Delighting in Dead Languages Critical Pedagogy and the Classics
Fallacies Factoids and Frustrations Bilingual Education in the United States
Language for Oppression Language for Liberation Language Policy as Applied Sociolinguistics
Critical Language Awareness in the Curriculum

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Page 89 - Germans and Frenchmen, Irishmen and Englishmen, Jews and Russians — into the Crucible with you all! God is making the American.
Page 89 - Adams. aMERICA is God's crucible, the great Melting-Pot where all the races of Europe are melting and reforming! Here you stand, good folk, think I, when I see them at Ellis Island, here you stand in your fifty groups, with your fifty languages and histories, and your fifty blood hatreds and rivalries. But you won't be long like that, brothers, for these are the fires of God you 've come to — these are the fires of God.
Page 87 - For if one were to offer men to choose out of all the customs in the world such as seemed to them the best, they would examine the whole number, and end by preferring their own; so convinced are they that their own usages far surpass those of all others.
Page 122 - States should take appropriate measures so that, wherever possible, persons belonging to minorities have adequate opportunities to learn their mother tongue or to have instruction in their mother tongue.
Page 122 - States shall take measures to create favourable conditions to enable persons belonging to minorities to express their characteristics and to develop their culture, language, religion, traditions and customs, except where specific practices are in violation of national law and contrary to international standards.
Page 88 - Our task is to break up their groups and settlements, to assimilate or amalgamate these people as a part of the American race, and to implant in their children, so far as can be done, the AngloSaxon conception of righteousness, law, order, and popular government, and to awaken in them reverence for our democratic institutions and for those things which we as people hold to be of abiding worth.
Page 69 - In contrast to the long history of writings that treat them as medical cases, or as people with "disabilities" who compensate for their deafness by using sign language, we want to portray the lives they live, their art and performances, their everyday talk, their shared myths, and the lessons they teach one another. We have always felt that the attention given to the physical condition of not hearing has obscured far more interesting facets of Deaf people's lives (Padden and Humphries, 1988).
Page 16 - Most everyone else in the world is learning English anyway, and that, together with American military and economic power, makes it unnecessary to worry about knowing the language of .a country in which one has business, bases, or hostages.
Page 122 - All indigenous peoples also have this right and the right to establish sr.i ccr.trcl their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.

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About the author (2002)

TIMOTHY REAGAN is Professor of Educational Linguistics, Neag School of Education, University of Connecticut.

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