"This book explores the marginalisation that EAL learners, immigrant or language-minoritized children and adults confront in various schooling and non-schooling contexts when learning to use the language of schooling. The contributions examine how the notion and practice of academic language has become racialized. In doing so, the authors are not being dismissive of it completely; rather, they scrutinize its presence and impact on individuals' lives as their reality. This book is relevant for teachers, teacher educators, and policy makers who not only refuse the deficiency orientations placed on non-standardized use of language, but also want to deconstruct the perpetuated power standardized academic language holds in the lives of language-minoritized students"--
This book explores the marginalization that English as additional language (EAL) learners, immigrant or language-minoritized people confront when learning to socialize into using the language of schooling. The authors examine racialized academic language not to dismiss it, but to scrutinize its presence and impact on individuals' lives.
Beginning with connections between eugenics, intelligence, whiteness, language, monolingualism and bilingualism, it then reviews current practices, and how the construction of academic language in various schooling and non-schooling contexts creates hegemonic structures that perpetuate deficit perspectives. The final section envisions what could help dismantle the power knots that academic language holds in systemic structures.
This is a vital book for teachers, teacher educators, and policy makers who refuse the deficiency orientations placed on non-standardized use of language at schools and want to deconstruct the power that academic standardized language holds in the lives of language-minoritized students.
Muu info
Examines how the notion and practice of academic language has become racialized and offers solutions to dismantle systemic constructions of marginalization in education.
List of Figures
List of Tables
List of Contributors
Foreword, Ofelia García (City University of New York, USA)
Introduction, Sultan Turkan (Queens University Belfast, UK) and Jamie L.
Schissel (University of North Carolina at Greensboro, USA)
Part I: Entanglements of Race and Academic Language: Theoretical Unpacking
1. Academic Language: A Monolingual Social Construction for Language in
Academic Contexts that Has No Place in Academic Contexts, Christian Faltis
(Texas A&M International University, USA)
2. Enregistering Plural Academic Languages: Possibilities for
Diversifying Academic Writing and Publishing, Suresh Canagarajah (Penn State
University, USA)
3. The Eugenicists Best Friend: Academic Language and the Promise of
Escape from Racialization, JPB Gerald (CUNY Hunter College, USA)
Part II: Documenting the Current and Past Practices
4. Unpacking Enregistered Whiteness in Academic Language through Teacher
Reflections on Local Language Policy, Lillian Ardell (Language Matters, LLC),
Karis Jones (SUNY Empire State University, USA) and Dorsa Fahami (Columbia
University, USA)
5. The Effect of Academic Language in ELA and Black Students
Disenfranchisement: A Phenomenology Study, Monisha Atkinson and Donna
DeGennaro (University of North Carolina Wilmington, USA)
6. Academic Language for Bilingual Programs: A Focus on L1 Standards,
Mariana Alvayero Ricklefs (Northern Illinois University, USA)
7. My English is not Good: How Raciolinguistic Microaggressions
Contribute to Language Minoritization, Ben Calman (McGill University,
Canada)
8. From Enregisterment to Extraction: English for Academic Purposes in
Settler-Colonial Postsecondary Education, Dmitri Detwyler (University of
British Columbia, Canada)
9. Academic Language in Workspaces: If a spot of Blood Gets on the
Chicken, Other Chickens Will Mistake It For Feed, Sultan Turkan (Queens
University Belfast, UK)
Part III: Detangling the knots
10. Translanguaging as Manoeuvre: Resisting the Hegemony of English Academic
Language at a Historically English Medium University, Mbulungeni Madiba
Stellenbosch (University Cape Town, South Africa)
11. Using an Identity Framework to Negotiate Traditional Notions of Academic
Language and Writing Instruction with Resettled Youth, Melody Zoch, Amy
Vetter, Beverly Faircloth and Teena Martin (University of North Carolina at
Greensboro, USA)
12. Diversity, Inclusion, and the Balancing Act: Working in the Writing
Centers as a Person of Color, Shreya Sangai (York University, Canada)
Conclusion, Jamie L. Schissel (University of North Carolina at Greensboro,
USA)
Index
Sultan Turkan is Associate Professor in Bilingual Education at Queens University, Belfast, UK.
Jamie L. Schissel is Associate Professor at the University of North Carolina at Greensboro, USA.
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