Policy Shifts in Language-Minority Education: A Mismatch between Politics and Pedagogy

Mora, Jill Kerper

doi:10.1080/00131720008984756

Cited by 19 publications

(8 citation statements)

References 3 publications

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“…Moreover, restrictive language policies, like those governing curriculum and instruction for multilingual learners in Massachusetts, create a hostile environment for students and teachers who face sanctions for using languages other than English (e.g., Arellano-Houchin, Flemenco, Merlos, & Segura, 2001;Cammarota & Aguilera, 2012;Valdez, 2001). Researchers have also documented how English-only policies have created opportunities for school personnel to overlook multilingual learners and prematurely push them into mainstream courses with unprepared teachers (e.g, Gándara, 2000;Harper & de Jong, 2009;Mora, 2000;Reeves, 2004). This gap between research-based best practices and current state policy in Massachusetts limits the educational opportunities of multilingual learners and legally sanctions race and languagebased discrimination.…”

Section: English-only and Sheltered English Immersionmentioning

confidence: 99%

Linguicism and Racism in Massachusetts Educational Policy

Viesca

2013

EPAA

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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

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Section: English-only and Sheltered English Immersionmentioning

confidence: 99%

Linguicism and Racism in Massachusetts Educational Policy

Viesca

2013

EPAA

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“…The clearer understanding we have gained ofthis particular school's functioning has implications for other school settings as well. Many of these same practices and barriers to change exist in other schools across the United States (Mora, 2000). Three noteworthy implications for other school settings are shared below.…”

Section: Resultsmentioning

confidence: 94%

When Good Intentions Are Not Enough: A Response to Increasing Diversity in an Early Childhood Setting

Falconer

Byrnes

2003

Journal of Research in Childhood Education

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“…Many stud en ts whose first language is not English are currently being taught by teachers without second-language training (Mora 2000) or cultural-diversity experience. Teachers' preservice and in-service training needs in these areas have not been addressed; yet teachers are responsible for educating kaigaishijo and other languageminority students placed in culturally incompatible environments.…”

Section: Discussionmentioning

confidence: 99%

Understanding the Acculturation Process forKaigaishijo

Harkins¹

2001

The Educational Forum

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Policy Shifts in Language-Minority Education: A Mismatch between Politics and Pedagogy

Cited by 19 publications

References 3 publications

Linguicism and Racism in Massachusetts Educational Policy

Linguicism and Racism in Massachusetts Educational Policy

When Good Intentions Are Not Enough: A Response to Increasing Diversity in an Early Childhood Setting

Understanding the Acculturation Process forKaigaishijo

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