Citizenship and Race in Second-Language Education

Autor/in	Fleming, Douglas
Titel	Citizenship and Race in Second-Language Education
Quelle	In: Journal of Multilingual and Multicultural Development, 36 (2015) 1, S.42-52 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2014.892500
Schlagwörter	Citizenship; Second Language Learning; Race; Social Behavior; Civil Rights; Correlation; Adult Students; English (Second Language); Federal Programs; Cultural Pluralism; Public Policy; Standards; Language Proficiency; Foreign Countries; Benchmarking; Second Language Instruction; Second Language Programs; Canada + Suchen Sie Ihr Suchwort? Staatsbürgerschaft; Zweitsprachenerwerb; Rasse; Abstammung; Social behaviour; Soziales Verhalten; Bürgerrechte; Grundrechte; Zivilrecht; Korrelation; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Kulturpluralismus; Öffentliche Ordnung; Standard; Language skill; Language skills; Sprachkompetenz; Ausland; Fremdsprachenunterricht; Kanada
Abstract	This article explores the links between citizenship and race in second-language education through an examination of the ways in which citizenship is linked to English language proficiency within a key Canadian federal adult English as a Second Language assessment document, the "Canadian Language Benchmarks" ("CLB"). It uses data and updates the analysis from a previously treated study that compared the way in which citizenship was conceptualised within that document with a sampling of adult second-language learners in a federally funded ESL programme. The participants in the study from which these data are drawn described becoming Canadians predominantly in terms of human rights, multicultural policy, and the obligations of being citizens. The "CLB," however, rarely referred to citizenship in these terms. Instead, it described being Canadian in terms of normative standards, including various forms of social behaviour, which implied the existence of a dominant and singular culture to which second-language learners had to conform. This article argues that these normative standards have the effect of racialising second-language learners in this context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10