The English Language Amendment: Examining Myths

Gonzalez, Roseann Duenas; Schott, Alice A.; Vasquez, Victoria F.

doi:10.2307/818406

Cited by 3 publications

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“…In some countries, recognition of minority languages has led to fear among majority language speakers that their preferential position will be eroded, their own identity submerged by the minority, or the majority language decline in usage. The resultant backlash has led, in Malaysia, to Bahasa Malaysia being accorded a preferential role in education and, in the United States, court action has been taken to support the "English-only" movement (e.g., Ovando 1988) though Gonzalez, et al (1988) argue against the claims of the English-only movement that linguistic diversity leads to political conflict, that adoption of a single national language promotes unity, and that bilingual education inhibits entry of minority language speakers into the general community. Underwood (1981) provides similar argument in the context of Guam and the Marianas and emphasizes the importance of language in schools for defining the essence of a culture under threat from a more dominant culture.…”

Section: Influencesmentioning

confidence: 99%

“…In Britain, the Education Reform Act 1988 is leading to significant changes in language education (Department of Education and Science 1989a;1989b). The Englishonly movement in the United States is using both the legislature and the law courts to seek language education policies that favor an English-monolingual society and education system (e.g., Curiel 1987, Gonzalez, et al 1988, Stalker 1988. In Canada, Schecter (1980) reviews the history of legislation in Quebec province in support of French.…”

Section: Planning Agentsmentioning

confidence: 99%

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Language-in-Education Planning

Ingram¹

1989

Ann Rev Appl Ling

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This paper attempts to survey language-in-education planning in the 1980s drawing on both formal publications and the more “ephemeral” but often more directky influential documents of government education departments and other authorities. Two problems are immediately evident: first, the influential ephemeral documents are hard to obtain. The second problem in surveying language-in-education planning is symptomatic of language policy-making in general; it is necessary to differentiate between, on the one hand, policy which is little more than uncoordinated good or bad ideas, limited in the range of needs that it seeks to answer, or incidental to policy serving other purposee (e.g., immigration policy) and, on the other hand, systematic, formalized language-in-education planning (cf., Rist 1982). This paper also focuses on only that part of language-in-education policy concerned with second or foreign language teaching and learning; other papers in this volume deal with the areas of literacy and bilingual education.

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Section: Influencesmentioning

confidence: 99%

Section: Planning Agentsmentioning

confidence: 99%

Language-in-Education Planning

Ingram¹

1989

Ann Rev Appl Ling

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“…It is highly functional in inducing a colonized consciousness" (p. 187). Language policy scholars concur that legislation regulating ethnic and language minorities' language use are not about language per se, but about social control goaded by racial animus that uses language to discriminate against its speaker (González, Schott, and Vásquez 1988;Lippi-Green 1997;Stuart 2006).…”

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confidence: 99%

The English-Only Movement in the US and the World in the Twenty-First Century

Pac

2012

Perspect Global Dev Technol

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In this article, I examine the English-only movement in the United States and other countries in the fĳirst decade of the twenty-fĳirst century. Elaborating on research on the hegemony of English, this examination demonstrates English-only ideology, both linguistic and visual, as a primary means of restricting language and ethnic minorities' access not only in the US, but also globally. First, I will present English as a social construction of the Anglo-Saxon elites in the process of the subordination of other language groups throughout American history up to the Civil Rights Movement of the 1960s and 1970s. Second, I will briefly introduce the legislation of the Civil Rights Movement to show that language access increased the political presence of language minorities. Third, I will discuss the reemergence of the English-only movement appealing to nationalist sentiments in order to diminish language and ethnic minorities' rising political presence in the US in the twenty-fĳirst century. Fourth, I will examine the spread of English-only ideology within the context of global capitalism, led by the US, in order to show forced compliance to the superiority of English by various diverse social groups on the global level.

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A New World: Redefining the Legacy of Min-Zhan Lu

Ray

2008

Journal of Basic Writing

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The English Language Amendment: Examining Myths

Cited by 3 publications

References 0 publications

Language-in-Education Planning

Language-in-Education Planning

The English-Only Movement in the US and the World in the Twenty-First Century

A New World: Redefining the Legacy of Min-Zhan Lu

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