Against English Domination in Educational Contexts: An Argument for Learning Our Students' Languages and for Allowing Their Voices to Speak

Autor/in	Davidson, Chad
Titel	Against English Domination in Educational Contexts: An Argument for Learning Our Students' Languages and for Allowing Their Voices to Speak
Quelle	In: International Multilingual Research Journal, 14 (2020) 3, S.206-216 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davidson, Chad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2019.1681616
Schlagwörter	English (Second Language); Second Language Learning; Language Attitudes; Language Usage; Language of Instruction; Code Switching (Language); Multilingualism; Educational Change; Transformative Learning; Educational Philosophy; Second Language Instruction; Teaching Methods; Native Language; Advantaged; Language Minorities + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachverhalten; Sprachgebrauch; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Bildungsreform; Pädagogische Transformation; Bildungsphilosophie; Erziehungsphilosophie; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachminderheit
Abstract	This paper problematizes the English-dominant ideology that underlies the American educational system and discusses how to disrupt this English-dominant norm both in the classroom and within ourselves. The paper problematizes the dominate use of English in the curriculum, and it provides a call to action of how to disrupt this English-dominant norm. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01