From Academic Language to Language Architecture: Challenging Raciolinguistic Ideologies in Research and Practice

Autor/in	Flores, Nelson
Titel	From Academic Language to Language Architecture: Challenging Raciolinguistic Ideologies in Research and Practice
Quelle	In: Theory Into Practice, 59 (2020) 1, S.22-31 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2019.1665411
Schlagwörter	Academic Language; Ideology; Race; Linguistics; Common Core State Standards; Bilingualism; Hispanic American Students; Units of Study; Language Usage; Elementary School Students + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Ideologie; Rasse; Abstammung; Linguistik; Common core curriculum; Curriculum; Kerncurriculum; Bilingualismus; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Lerneinheit; Sprachgebrauch
Abstract	In this article, I argue that academic language is a raciolinguistic ideology that frames racialized students as linguistically deficient and in need of remediation. I propose language architecture as an alternative framing of language that can serve as a point of entry for resisting these raciolinguistic ideologies in both research and practice. I use this framework as a lens for analyzing the literacy demands of the Common Core State Standard (CCSS). Using data collected as part of a larger ethnographic study, I illustrate how Latinx children from bilingual communities have unique opportunities for engaging in the language architecture called for in the standards. I then describe a unit plan that I developed from this perspective. I end with a call for situating language architecture within broader political struggles seeking to dismantle the political and economic inequities that are the root causes of deficit perspectives of Latinxs and other racialized students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01