Multiculturalism Permitted in English Only

Autor/inn/en	Macedo, Donaldo; Bartolomé, Lilia I.
Titel	Multiculturalism Permitted in English Only
Quelle	In: International Multilingual Research Journal, 8 (2014) 1, S.24-37 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2014.852426
Schlagwörter	Multilingualism; Bilingual Education; Teaching Methods; Native Language; Academic Education; Language Minorities; Cultural Differences; Standard Spoken Usage; Nonstandard Dialects; English (Second Language); Second Language Learning; Educational Research; Multicultural Education; Politics of Education; Racial Bias; Self Concept; English Only Movement; Foreign Policy + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Bilingual teaching; Bilingualer Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Akademische Bildung; Sprachminderheit; Kultureller Unterschied; Gesprochene Sprache; Umgangssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bildungsforschung; Pädagogische Forschung; Multikulturelle Erziehung; Educational policy; Bildungspolitik; Racial discrimination; Rassismus; Selbstkonzept; Außenpolitik
Abstract	The authors of this article discuss the discriminatory practices through language in both multicultural and bilingual education. Bilingual education promotes academic instruction in the native language, to varying degrees, while multicultural education stresses the need to valorize and appreciate cultural differences as a process during which linguistic minority students come to voice. However, in multicultural education, the underlying assumption is that coming to voice takes place in English only. Conversely, while bilingual education offers some degree of native language use, standard native languages are preferred while students' vernaculars are denigrated and ignored, rendering bilingual education colonial-like in nature. Critical and anti-colonial literature, educational research, and current events are used to construct and support the authors' basic argument that, in order for education to truly be liberatory, it must be respectfully communicated in the vernacular of the students themselves, particularly when these students come from subordinated populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10