Language Ideologies and the Settlement House Movement: A New History for Service-Learning

Autor/in	Rabin, Lisa M.
Titel	Language Ideologies and the Settlement House Movement: A New History for Service-Learning
Quelle	In: Michigan Journal of Community Service Learning, 15 (2009) 2, S.48-55 (8 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-0180
Schlagwörter	Stellungnahme; Social Justice; Language Role; Ideology; Service Learning; Cultural Differences; Social Mobility; Literacy; Social History; Immigrants; Language Attitudes; Sociolinguistics; Educational Principles; Critical Theory; Higher Education; College Instruction; Community Services; Politics of Education; United States History; Hidden Curriculum; Bias; English (Second Language); Second Language Instruction; Second Language Learning; Acculturation; Social Integration + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Ideologie; Service-Learning; Kultureller Unterschied; Soziale Mobilität; Alphabetisierung; Schreib- und Lesefähigkeit; Sozialgeschichte; Immigrant; Immigrantin; Immigranten; Sprachverhalten; Soziolinguistik; Bildungsprinzip; Kritische Theorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschullehre; Gemeindenahe Versorgung; Educational policy; Bildungspolitik; Heimlicher Lehrplan; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Akkulturation; Soziale Integration
Abstract	A significant number of community service-learning projects in higher education involve the teaching or tutoring of immigrants in English. As in related service-learning scholarship, these projects are commonly informed by perspectives on cultural difference, social justice, and power relations in U.S. society. Yet while faculty pair their students' work in immigrant literacy programs with the classroom examination of issues of race, class, gender, and ethnicity, very little of the scholarship suggests that these students are led to critique the role of language ideologies in U.S. society. In this article I urge that institutionalized notions of English in the U.S.--such as the putative role of English in social mobility and the widespread belief that English was always voluntarily adopted by immigrants--be considered closely in our community literacy projects. My argument calls upon sociolinguistic and historical studies of the Progressive period and examines most closely language ideologies in the settlement house movement, an important origin for historians of community service-learning. (Contains 9 notes.) (As Provided).
Anmerkungen	Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: http://quod.lib.umich.edu/m/mjcsl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10