Literaturnachweis - Detailanzeige
Autor/in | Licata, Gabriella |
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Titel | A Raciolinguistic Perspective on the Structure of Language Programs and Departments |
Quelle | In: L2 Journal, 13 (2021) 1, S.100-103 (4 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1945-0222 |
Schlagwörter | Academic Language; Second Language Learning; Second Language Instruction; Language Variation; Race; College Faculty; Program Design; Tenure; Literature; Cultural Education; Critical Theory; Departments; Language Role; Standard Spoken Usage; Educational Change; Language Attitudes; Spanish; French; Applied Linguistics; California Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachenvielfalt; Rasse; Abstammung; Fakultät; Programme design; Programmaufbau; Programmplanung; Amtszeit; Beschäftigungsdauer; Literatur; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Kritische Theorie; Department; Abteilung; Gesprochene Sprache; Umgangssprache; Bildungsreform; Sprachverhalten; Spanisch; Französisch; Linguistics; Linguistik; Angewandte Linguistik; Kalifornien |
Abstract | Appropriateness-based models of language learning and teaching are rooted in a pervasive neocolonial agenda informed by Eurocentric epistemologies of "standard" or "academic" language (Flores & Rosa, 2015). In examining the normalized limitations of a language program through a raciolinguistic lens, we can better comprehend how program design is fostered by the structure of language departments themselves. Language departments have a high percentage of tenured/tenure-track faculty specialized in Literary or Cultural Studies, and few experts in language, i.e., Applied Linguists; thus, critical language pedagogy is usually divorced from department research. Accordingly, language departments do little to acknowledge and rectify how their design is based on a hegemonic model of language. In this paper, I will briefly describe the role of standardized language in the maintenance of the status quo in language programs and departments. Thereafter, I will provide some concrete steps to begin the process of decolonizing language programs and denaturalizing "academic" language. (As Provided). |
Anmerkungen | Berkeley Language Center, University of California. B-40 Dwinelle Hall #2640, Berkeley, CA 94720. Web site: http://escholarship.org/uc/uccllt_l2 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |