Hegemonic Multiculturalism: English Immersion, Ideology, and Subtractive Schooling

Autor/inn/en	Garza, Aimee V.; Crawford, Lindy
Titel	Hegemonic Multiculturalism: English Immersion, Ideology, and Subtractive Schooling
Quelle	In: Bilingual Research Journal, 29 (2005) 3, S. 599-619Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
Schlagwörter	Forschungsbericht; Cultural Pluralism; Teaching Methods; Student Diversity; Ideology; Standardized Tests; School Culture; English (Second Language); Elementary Schools; School Districts; Immigrants; Bilingualism; Discourse Analysis; Classroom Observation Techniques; Interviews; Second Language Instruction; Academic Achievement; Immersion Programs + Suchen Sie Ihr Suchwort? Kulturpluralismus; Teaching method; Lehrmethode; Unterrichtsmethode; Ideologie; Standadised tests; Standardisierter Test; Schulkultur; Schulleben; English as second language; English; Second Language; Englisch als Zweitsprache; Elementary school; Grundschule; Volksschule; School district; Schulbezirk; Immigrant; Immigrantin; Immigranten; Bilingualismus; Diskursanalyse; Interviewing; Interviewtechnik; Fremdsprachenunterricht; Schulleistung; Immersionsprogramm
Abstract	This article presents a case study of an elementary school situated within a prestigious school district that has undergone rapid demographic change in recent years. The authors explore how the school has accommodated growing numbers of linguistically and culturally diverse students while at the same time struggling to maintain district standards. In order to further our understanding of the process of subtractive schooling, a critique of an English-immersion program deemed "successful" is provided by examining the discourses that define what success means in an inclusive setting. The authors theorize the concept of "hegemonic multiculturalism" to explain the transitional nature of a school culture defined by dissonance between the ideology of multiculturalism and the school's pervasive assimilation agenda. Within this transitional space, success is defined quite narrowly in terms of immigrant students' level of assimilation, fluency in English, and performance on standardized tests. Although the school community claims to value bilingualism and student diversity, instructional practices inadvertently devalue these qualities in the name of equality for all. (Contains 3 endnotes.) (Author).
Anmerkungen	National Association for Bilingual Education. 1030 15th Street NW, Suite 470, Washington, DC 20005. Tel: 202-898-1829; Fax: 202-789-2866; E-mail: nabe@nabe.org; Web site: http://www.nabe.org/publications.html.
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10