Rejecting Babel: examining multilingualism without citizenship in the U.S. postnational scenario

Barros, Sandro R.

doi:10.1080/14664208.2016.1220279

Cited by 5 publications

(3 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Here, we return attention to the monolingual ideological structures that inform our theoretical framing: If a school is institutionally structured to exclude bilingual students and their linguistic resources, it is little surprising that teachers routinely encounter situations where they must confront deficit‐oriented mentalities (De Costa, 2020; Gándara & Hopkins, 2010). It follows that students exposed to this environment learn that only English and those who speak it should receive legitimacy in public spaces, with tangible consequences for upholding neo‐nationalist discourses (Barros, 2017; McIntosh, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Consequently, instructional practices informed by monolingual ideologies exacerbate the already prevalent racism faced by PK‐12 students, sending messages about who “belongs”—or not—in classrooms, broader public spaces, or even the nation itself (De Costa, 2020; Rosa, 2018; Staehr Fenner, 2013). Given the historical ties between nationalism and language education, such conceptualizations of linguistic belonging versus otherizing link to neo‐national ideologies, such as presupposing monolingualism as an indicator of citizenship (Barros, 2017) and implications of “dis‐citizenship” for minoritized language speakers (Wodak, 2013).…”

Section: Theoretical Framework: Classroom Language Ideologies As Neo‐...mentioning

confidence: 99%

See 1 more Smart Citation

Classroom as Neo‐National Microcosm: Teachers Learning to Disrupt Linguistic Microaggressions

Chang‐Bacon

Salerno

2023

TESOL Quarterly

View full text Add to dashboard Cite

Neo‐national ideologies are often associated with despots and political extremists. Yet, we argue that neo‐nationalist discourses also manifest in everyday TESOL classroom interactions. In English‐dominant contexts, teachers send potent messages about who does or does not “belong” in classrooms, largely based on racialized notions of English proficiency. These dynamics create a classroom microcosm where students are apprenticed into linguistic normativity and anti‐immigrant sentiments, ultimately sustaining future generations of neo‐nationalist rhetoric. In light of these dynamics, we believe that teachers can play a key role in disrupting normative, monolingual language ideologies in classrooms, but that they often feel underprepared to do so. In this brief research report, we present findings from our ongoing examination of TESOL licensure endorsement candidates responding to deficit‐oriented microaggressions about multilingual learners in a simulated environment. Our results suggest teacher candidates have the desire to promote asset‐based orientations around multilingualism, but are often unable to do so in real time. These findings have important implications for teacher education and the underutilized potential of teachers for disrupting deficit‐oriented monolingual discourses that too easily turn into neo‐nationalist ideologies.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Framework: Classroom Language Ideologies As Neo‐...mentioning

confidence: 99%

Classroom as Neo‐National Microcosm: Teachers Learning to Disrupt Linguistic Microaggressions

Chang‐Bacon

Salerno

2023

TESOL Quarterly

View full text Add to dashboard Cite

show abstract

“…This is particularly necessary as U.S. classrooms are increasingly characterized by linguistic diversity, although the majority of the teaching force identifies as monolingual, White, and middle class (Boser, 2014; Villegas & Lucas, 2001). While there are a variety of pedagogical approaches to meeting the needs of linguistically diverse learners in education, historically, these approaches are often grounded in deficit orientations toward language variation (Barros, 2017; Blake & Cutler, 2003; Cross, DeVaney, & Jones, 2001; Spring, 2016; Wolfram, 1998). As linguistically diverse learners continue to confront inequitable language policies and practices—from English-only to *SE-only — this study draws from the fields of multilingualism and multidialecticism to explore how literacy and teacher education can disrupt the overlapping educational, linguistic, and racialized hierarchies perpetuated through the *SE myth.…”

Section: Background: From English-only To *Se-onlymentioning

confidence: 99%

Dichotomies, Dialects, and Deficits

Bacon

2017

Literacy Research: Theory, Method, and Practice

View full text Add to dashboard Cite

This study bridges the dichotomies between the study of multilingualism and multidialecticism to explore the mythologies surrounding what is often called Standard English (*SE). While literacy and teacher education have made progress toward preparing teachers to work with linguistically diverse populations, such preparation is usually geared exclusively toward multilingual learners. Through this study, I argue that the field must also prepare teachers for the dialectal diversity that characterizes U.S. classrooms but is often framed through racialized deficit ideologies. To fulfill this goal, this study outlines a module on multidialecticism embedded into a course on teaching multilingual learners. Drawing on survey data, participant reflections, and classroom observations, I explore the affordances and limitations of this module, asking how teachers' conceptualizations of linguistic diversity developed over the course of the semester. Initial findings highlight participants' reliance on surface-level structural features, commonality arguments, and cosmetic word exchanges in conceptualizing *SE. While varying degrees of complexity and sociolinguistic analysis emerged through participants' engagement in the module, changes were generally minor cosmetic shifts through which underlying deficit ideologies were maintained. This study brings into question the extent to which the field has made progress in

show abstract

Preparing teacher candidates for bilingual practices: toward a multilingual stance in mainstream teacher education

Jong

Gao

2022

International Journal of Bilingual Education and Bilingualism

View full text Add to dashboard Cite

Rejecting Babel: examining multilingualism without citizenship in the U.S. postnational scenario

Cited by 5 publications

References 45 publications

Classroom as Neo‐National Microcosm: Teachers Learning to Disrupt Linguistic Microaggressions

Classroom as Neo‐National Microcosm: Teachers Learning to Disrupt Linguistic Microaggressions

Dichotomies, Dialects, and Deficits

Preparing teacher candidates for bilingual practices: toward a multilingual stance in mainstream teacher education

Contact Info

Product

Resources

About