The Power of Language, Learning and Socialization: Romani and Ebonics

Autor/in	Eckert, Eva
Titel	The Power of Language, Learning and Socialization: Romani and Ebonics
Quelle	In: Journal of Language, Identity, and Education, 16 (2017) 1, S.45-58 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2016.1265451
Schlagwörter	Minority Groups; Standard Spoken Usage; North American English; Black Dialects; Cultural Background; Comparative Analysis; Conflict; Court Litigation; Bilingual Education; Slavic Languages; Romance Languages; Foreign Countries; Language Role; Socialization; Native Language; Language Minorities; Disadvantaged; Second Language Learning; Profiles; Cultural Pluralism; Teaching Methods; Student Adjustment; Acculturation; Self Concept; Language Attitudes; Czech Republic + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Gesprochene Sprache; Umgangssprache; Amerikanisches Englisch; Konflikt; Rechtsstreit; Bilingual teaching; Bilingualer Unterricht; Slawische Sprache; Romanische Sprache; Ausland; Socialisation; Sozialisation; Sprachminderheit; Zweitsprachenerwerb; Charakterisierung; Profilanalyse; Kulturpluralismus; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Akkulturation; Selbstkonzept; Sprachverhalten; Tschechische Republik
Abstract	This article draws attention to the role one's language plays in socialization and explains the misunderstandings and conflicts over integration of the Roma in the Czech Republic. Recognizing the role of home language leads to successful socialization. By not demanding that schools account for home language in the process of teaching, the Roma have implicitly agreed that Czech is the natural way through which children of diverse cultural backgrounds access education and adapt. Children of minorities and namely, the Roma, have been disadvantaged by cultural assumptions enabling teachers, curricula, and textbooks to construct the profile of a Czech student in a way that precludes his or her multicultural origin. To compare, the study provides insight into the conflict between Standard American English and Afro-American English and highlights its factors, legal resolutions, and contemporary situation. The article also reviews research on bilingual classrooms and learning in the United States and suggests that it is relevant to the contentious interrelationship of standard Czech and Romani at schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01