By Pierre Orelus
Language may be the commonest factor that surfaces in debates over college reform, and performs an important position in nearly every little thing we're concerned. This edited quantity explores linguistic apartheid, or the disappearance of sure languages via cultural genocide by way of dominant ecu colonizers and American neoconservative teams. those teams have traditionally imposed hegemonic languages, comparable to English and French, on colonized humans on the rate of the local languages of the latter. The book traces this way of apartheid from the colonial period to the English-only move within the usa, and proposes alternative routes to counter linguistic apartheid that minority teams and scholars have confronted in faculties and society at large.
Contributors to this quantity supply a historic assessment of how many languages classified as inferior, minority, or just savage were attacked and driven to the margins, discriminating opposed to and trying to silence the voice of these who spoke and proceed to talk those languages. additional, they display the way in which and the level to which such activities have affected the cultural existence, studying strategy, id, and the subjective and fabric stipulations of linguistically and traditionally marginalized teams, together with scholars.
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Additional resources for Affirming Language Diversity in Schools and Society: Beyond Linguistic Apartheid (Routledge Research in Education)
In “Americanization and Englishization as Processes of Global Occupation,” Robert Phillipson takes the discussion and analysis of English hegemony to a higher level, looking at its global inﬂuence. Phillipson argues that the presence of English has been dramatically increased throughout Europe. He contends its active promotion worldwide is of major political and economic signiﬁcance for the UK and the United States. Advocates of English as universally valid, including the current applied linguistic vogue for analyzing English as a “lingua franca,” see English as a lingua nullius detached from the forces behind is expansion.
M. (1988). School failure and cultural mismatch: Another view. Urban Review, 20(4), 253–263. Wane, N. N. (2006). Is decolonization possible? In G. J. Sefa & A. ), Anti-colonialism and education: The politics of resistance (pp. 87–106). Rotterdam: Sense Publishers. Thiong’o, N. (1986). Decolonizing the mind: The politics language in African literature. New Hampshire: Heinemann Press. This page intentionally left blank Part I Linguistic Apartheid in the United States From the Colonial to the Neocolonial Era This page intentionally left blank 2 21st Century Linguistic Apartheid English Language Learners in Arizona Public Schools Mary Carol Combs, Ana Christina Da Silva Iddings, and Luis C.
Speciﬁcally, chapters in this part will document the historical root causes of linguistic discrimination marginalized groups, including colonized students, bilingual students, and ELLs, experienced during the colonial era and have continued to experience in countries such as the United States. The second part, “Beyond Draconian Language Policies: Affi rming Language Diversity,” comprises chapters that explore the hegemonic effects of various language policies on minority groups’ languages, cultures, and education, and takes a stance for the affi rmation and respect of language diversity in schools and society at large.
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