Combatting Marginalized Spaces in Education through Language Architecture

Autor/in	Flores, Nelson
Titel	Combatting Marginalized Spaces in Education through Language Architecture
Quelle	In: Penn GSE Perspectives on Urban Education, 13 (2016) 1, S.1-3 (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-7109
Schlagwörter	Stellungnahme; Language Minorities; Student Centered Curriculum; Language Acquisition; Second Language Learning; Educational Practices; Educational Strategies; Disadvantaged; Critical Theory; Teaching Methods + Suchen Sie Ihr Suchwort? Sprachminderheit; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Bildungspraxis; Lehrstrategie; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this commentary, Flores states that language policing traps language-minoritized students in the position of having to reject their home language practices as inferior to the language practices of schooling. Language-minoritized students who are unable or unwilling to conform to these expectations, says Flores, are placed in the solitary confinement of remediation programs, thereby continuing the cycle of the miseducation of communities of color. In contrast, language exploration supports language-minoritized students in becoming language architects who are able to apply the knowledge that they gained through their critical inquiry to design language in their own terms and for their own purposes. Supporting language-minoritized students in becoming language architects would be an important first step in combatting marginalizing spaces that continue to persist in US classrooms. [Additional Resources are provided. ] (ERIC).
Anmerkungen	University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01