Linguicism and Racism in Massachusetts Educational Policy

Abstract

Abstract:The paper presents a frame analysis of Massachusetts state policy regarding the education of multilingual learners and their teachers through the lens of critical race t heory (CRT). My analysis suggests that even though current policy in Massachusetts is framed in terms of the overarching goals of educational quality and equality, in reality it substantively sanctions inequitable practices. This paper demonstrates that racism and linguicism towards multilingual learners are legally sanctioned in Massachusetts public schools as a consequence of state policy, thus contributing to educational disparities. Keywords: multilingual learners; English-only policies; critical race theory Lingüicismo y racismo en la política educativa de MassachusettsResumen: Este artículo presenta un análisis de los marcos conceptuales de la política del estado de Massachusetts en relación con la educación de los alumnos multilingües y sus profesores usando la perspectiva de la teoría crítica de la raza (CRT por sus iniciales en inglés). Mi análisis sugiere que a pesar de que la política actual en Massachusetts se enmarca en términos de objetivos globales de calidad educativa e igualdad, en realidad de manera sustantiva justifica prácticas injustas. En este trabajo se demuestra que el racismo y lingüicismo hacia los alumnos multilingües son apoyados legalmente en las escuelas públicas de Massachusetts como consecuencia de políticas de Estado, lo que contribuye a las desigualdades educativas. Lingüicismo e racismo na política de educação em MassachusettsResumo: Este trabalho apresenta uma análise dos marcos conceituais da política do estado de Massachusetts em relação à educação dos estudantes multilíngues e seus professores utilizando o ponto de vista da teoria racial crítica (CRT por sua sigla em Inglês). Minha análise sugere que, apesar da atual política em Massachusetts está enquadrada em termos de objectivos gerais da qualidade da educação e da igualdade, na realidade justifica um sistema substancialmente injusto. Neste trabalho demonstramos que o racismo e o lingüicismo para os estudantes multilíngues são suportadas legalmente nas escolas públicas de Massachusetts, como resultado das políticas de governo, contribuindo para as desigualdades educacionais. Palavras-chave: alunos multilíngues; inglês como o único linguajem; teoria racial crítica

Preparing Content Teachers to Work with Multilingual Students

“…For example, many content teachers express a lack of willingness to accept responsibility for teaching multilingual learners (Pawan, 2008;Walker, Shafer, & Liams, 2004;Yoon, 2008). Schools often create policies and programs that limit the opportunities for multilingual student and family engagement (Viesca, 2013). Society itself is susceptible to political and social movements that are nativist, anti-immigrant, and overtly racist (e.g., the rise in White nationalism in the United States, Trump's election, Brexit in the UK, the election of a far-right political party in Germany called AfD).…”

“…A persistent obstacle to the adoption of pluralist perspectives is that multilingualism is closely linked to negative perceptions around race, class, culture, ability, and heteronormativity (Flores & Rosa, 2015;Viesca, 2013). Such perceptions are intersectional, meaning that perceptions around one aspect of identity (e.g., race) can impact perceptions around another (e.g., language), and thus deeply influence the opportunities multilingual students have across their educational lifespans.…”

Three reading-intervention teachers' identity positioning and practices to motivate and engage emergent bilinguals in an urban middle school

“…In supporting emergent bilinguals' competence needs, adopting an incremental perspective of intelligence (Dweck, 2000), Ms. Austin used carefully and intentionally calibrated goal setting and by tracking and celebrating the students' improved fluency and state-wide assessment scores. However, based on narrowly defined literacy (Gutiérrez et al, 2009), her practices were not sensitive to their bilingualism, and aimed to support students' successful assimilation into the dominant U.S. cultural context, a goal that is questionable from a perspective of equity and diversity (Viesca, 2013). In comparison, for Ms. Daniel, improved scores on the state reading assessment were less of a focus.…”

The covert mechanisms of education policy discourse: Unmasking policy insiders’ discourses and discursive strategies in upholding or challenging racism and classism in education

“…Currently, deficit discourse is subtly entangled in accountability and testing policies, which often ignore systemic inequalities, yet expect an equalization of educational outcomes (Darling-Hammond, 2007;Leonardo, 2007;Love, 2004). In the area of language policy, laws in several U.S. states frame English language learners as exclusively deficient in English, rather than as students who speak another language (Viesca, 2013), prompting the promulgation of narrow, simplified curriculum (Gutiérrez et al, 2009). 3 In conjunction with deficit discourse, discursive strategies can help to uphold inequity.…”