Does Anti‐Hispanic Bias Motivate Opposition to Non‐English Languages?*

Shin, Heeju; Leal, David L.; Ellison, Christopher G.

doi:10.1111/soin.12079

Cited by 8 publications

(12 citation statements)

References 72 publications

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“…These policies have proposed an ideology of English-only or adopting English as the official language in the United States, thus education and instruction should be Englishonly. This ideology has been observed to be adopted in more than thirty states, which have passed legislation or amendments promoting English-only instruction (Mantero & McVicker, 2006;Shin et al, 2015).…”

Section: Acknowledgmentsmentioning

confidence: 99%

“…American patriotism values (Shin et al, 2015). Bronfenbrenner (1979) established a conceptual framework for understanding how larger and smaller scale systems interact, which suggests that these socio-political attitudes from a larger macrosystem will ultimately influence and impact smaller microsystems, which encompass teacher's beliefs.…”

Section: Acknowledgmentsmentioning

confidence: 99%

“…Since the 1960s there has been a change in demographics due to Latinx immigration, leading to Spanish becoming the fastest-growing language in the United States with approximately 37 million speakers (Pew Research Center, 2013). This lingual shift has changed the focus from European foreign languages to the Spanish language (Shin et al, 2015). With the growth and change in our nations' demographics, our classrooms' demographics have also changed to encompass more students from culturally and linguistically diverse backgrounds,…”

Section: Chapter Ii: Review Of Literaturementioning

confidence: 99%

Section: Frequency Of Contact Withmentioning

confidence: 99%

“…Despite federal policies that influenced the development of bilingual and language programs in schools, there are also sentiments of "English-only" from state policies in California, Arizona, and Colorado (Mantero & McVicker, 2006;Shin et al, 2015). These contradicting policies have been influenced by the socio-political attitudes specifically towards Latinx immigrants or Spanish-speaking immigrants threatening "American" patriotism values (Shin et al, 2015). These larger macrosystem attitudes impact smaller microsystems, such as schools and teachers' beliefs, perceptions and practices (Bandura, 1986;Bronfenbrenner, 1979;Fang, 1996;Mantero & McVicker, 2006 White and female, leading to a cultural mismatch between students and teachers (Moreno & Gaytan, 2013).…”

Section: Frequency Of Contact Withmentioning

confidence: 99%

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Teachers' Perceptions of English Learners: A Multidimensional Scaling Approach

Alvarez¹

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During the 1960s the teaching force had an increase of teachers for English Learners due to the increase of immigrants and refugee children in the United States (Mantero & McVicker, 2006). This influx led to educational policies and controversies about the use of non-English languages in educational settings (Shin, Leal, & Ellison, 2015). Since then, there have been various federal, state, and local policies that have played a role in accommodating or regulating language programs in educational settings. For example, bilingual education policies started with Congress passing the Bilingual Education Act (1968) as a result of civil rights and Chicano movements (Mantero & McVicker, 2006; Shin et al., 2015). The Bilingual Education Act was a program for students between the ages of 3 and 8 to address the needs of students with limited English speaking abilities. This act was also an action to decrease drop-out rates given that there were higher drop-out rates among non-English speakers than among English-speaking peers. There were also federal court cases that influenced bilingual education policies as well as Latinx policies. For example, Lau v. Nichols, 414 U.S. 563 (1974), found that public schools in San Francisco, California were denying equal educational opportunities to Chinese Americans due to their limited English proficiency. The Supreme Court ruled that non-English speakers were being denied a meaningful education and that public-school policies violated the Civil Rights Act of 1964; thus, the school district was required to provide equal opportunities and access to all students. Other court decisions that influenced bilingual education policies and programs that advocated for meaningful and appropriate education for English Learners were

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Section: Acknowledgmentsmentioning

confidence: 99%

Section: Acknowledgmentsmentioning

confidence: 99%

Section: Chapter Ii: Review Of Literaturementioning

confidence: 99%

Section: Frequency Of Contact Withmentioning

confidence: 99%

Section: Frequency Of Contact Withmentioning

confidence: 99%

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Teachers' Perceptions of English Learners: A Multidimensional Scaling Approach

Alvarez¹

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Introduction: Aging, Immigration, and Second Language Learning in the Hispanic Population

Arxer

Ciriza

Shappeck

2017

International Perspectives on Aging

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The perceived value of bilingualism among U.S. parents: The role of language experience and local multilingualism.

Surrain¹,

Luk²

2023

Translational Issues in Psychological Science

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Theoretical models have posited that social contexts influence parental attitudes, which in turn modulate parental behaviors. The current study asks whether parental attitudes on bilingualism differ by local language context and whether parents who perceive bilingualism as more valuable are more likely to engage in activities with their child in their home language. We synthesize theoretical models with insights from family language policy in an ecological framework of bilingual development and test these relations in a U.S. sample of parents in 42 states. By capturing parents’ perceived value of bilingualism with an online survey (n = 319) and linking responses to U.S. census data, we explored relations among local multilingualism, perceptions of the value of bilingualism, and parents’ language practices. We found that parents who lived in more multilingual areas held more positive attitudes toward bilingualism, but the contribution of local multilingualism varied by language background. Local multilingualism mattered most for English-speaking parents who had never tried to learn another language, with those who lived in more multilingual areas reporting more positive perceptions of bilingualism. We also found that for parents of young children exposed to a non-English language (n = 136), those who valued bilingualism for their child were also more likely to participate in activities using their home language. These findings show how distal societal factors, such as local multilingualism, can have a cascading association with parents’ perceived value of bilingualism and parents’ language practices with their young children in the United States.

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Does Anti‐Hispanic Bias Motivate Opposition to Non‐English Languages?*

Cited by 8 publications

References 72 publications

Teachers' Perceptions of English Learners: A Multidimensional Scaling Approach

Teachers' Perceptions of English Learners: A Multidimensional Scaling Approach

Introduction: Aging, Immigration, and Second Language Learning in the Hispanic Population

The perceived value of bilingualism among U.S. parents: The role of language experience and local multilingualism.

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