Language, Parents' Involvement, and Social Justice: The Fight for Maintaining Minority Home Language: A Chinese-Language Case Study

Autor/in	Wang, Yuxiang
Titel	Language, Parents' Involvement, and Social Justice: The Fight for Maintaining Minority Home Language: A Chinese-Language Case Study
Quelle	In: Multicultural Education, 16 (2009) 4, S.13-18 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Social Justice; Federal Legislation; Second Language Learning; Bilingual Education; Official Languages; Chinese Americans; Language Minorities; English (Second Language); Language Maintenance; Civil Rights; Language Acquisition; Educational Policy; Native Language Instruction; Case Studies; Language Skill Attrition; Parent Participation + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Bundesrecht; Zweitsprachenerwerb; Bilingual teaching; Bilingualer Unterricht; Office language; Amtssprache; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Sprachminderheit; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachpflege; Bürgerrechte; Grundrechte; Zivilrecht; Sprachaneignung; Spracherwerb; Politics of education; Bildungspolitik; Native language education; Muttersprachlicher Unterricht; Case study; Fallstudie; Case Study; Sprachverfall; Elternmitwirkung
Abstract	English-only policies and the expiration of the "Bilingual Education Act," which is now replaced by "No Child Left Behind," make it clear that English is the official language of schools in the United States with the emphasis moved from the goal of maintaining students' home languages while learning English to a focus of ignoring minority students' home languages. The bottom line is that the dominant group determines what language or languages will be learned in school. In order to maintain their home language, culture, and identity, minority groups have had to fight for their home languages and for broader issues of social justice. Speaking and maintaining a home language has been asserted to be a basic human right of minority students and their families. This article investigates the efforts of Chinese American students and their parents and community members in seeking the right to learn Chinese as a foreign language. This article also examines the assimilative and oppressive nature of school language policies, the importance of learning Chinese as a foreign language for Chinese American students who are losing their home language, and the broader importance of fighting for social justice. (Contains 1 table.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10