A Sociocognitive Discourse Analysis of Monolingual Ideology and Bias in Special Education Partnerships

Autor/inn/en	Lim, Sumin; Cheatham, Gregory A.
Titel	A Sociocognitive Discourse Analysis of Monolingual Ideology and Bias in Special Education Partnerships
Quelle	In: Remedial and Special Education, 42 (2021) 5, S.304-316 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932520930340
Schlagwörter	Monolingualism; Partnerships in Education; Immigrants; English (Second Language); Second Language Learning; Discourse Analysis; Research Reports; Special Education; Language Proficiency; Ideology; Compliance (Psychology); Parent Teacher Cooperation; Parent Attitudes; Communication Problems; Bilingualism; Social Services; Limited English Speaking + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Diskursanalyse; Research report; Forschungsbericht; Special needs education; Sonderpädagogik; Sonderschulwesen; Language skill; Language skills; Sprachkompetenz; Ideologie; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternverhalten; Kommunikationsbarriere; Bilingualismus; Social service; Soziale Dienstleistung; Soziale Dienste
Abstract	Communication difficulties between immigrant families who are non-native English speakers and special education professionals lead to unsuccessful family-professional partnerships. Such difficulties are often attributed to families' low English proficiency or to limited access to quality language services. Other sources of partnership issues are occasionally overlooked. Consequently, special education professional partnerships with immigrant families may benefit from more critical discourse analyses of monolingual English-driven communication. Using Van Dijk's sociocognitive approach to critical discourse studies, we analyzed 16 articles on special education partnerships by examining the discourses of monolingual ideologies and biases. The analysis identified three interrelated discourses in the literature: (a) parents' compliance to monolingual biased norms in communication and self-blaming discourses; (b) professionals' othering discourses and diffusion of responsibility concerning parents' communicative needs; and (c) researchers' role as gatekeepers in the recontextualization of parent--professional discourses. Finally, we discuss how to promote linguistically equitable partnerships addressing each discourse. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01