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By Pierre Orelus

Language is likely to be the commonest factor that surfaces in debates over university reform, and performs an essential position in almost every little thing we're concerned. This edited quantity explores linguistic apartheid, or the disappearance of definite languages via cultural genocide by means of dominant ecu colonizers and American neoconservative teams. those teams have traditionally imposed hegemonic languages, corresponding to English and French, on colonized humans on the fee of the local languages of the latter. The book traces this manner of apartheid from the colonial period to the English-only stream within the usa, and proposes alternative routes to counter linguistic apartheid that minority teams and scholars have confronted in faculties and society at large.

Contributors to this quantity offer a ancient evaluate of ways many languages classified as inferior, minority, or just savage were attacked and driven to the margins, discriminating opposed to and trying to silence the voice of these who spoke and proceed to talk those languages. additional, they reveal the best way and the level to which such activities have affected the cultural lifestyles, studying approach, identification, and the subjective and fabric stipulations of linguistically and traditionally marginalized teams, together with scholars.

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San Francisco: City Light Publishers. Crawford, J. (1991). ). Los Angeles: Bilingual Educational Services. Crawford, J. (2008). Advocating for English learners: Selected essays. New York: Multilingual Matters. Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfi re. Tonawanda, NY: Multilingual Matters. Darder, A. (1991). Culture and power in the classroom: A critical foundation for bicultural education. New York: Bergin and Garvey. Fairclough, N. (1989). Language and power.

Isolating English learners into four-hour English-language blocks is lawful, he argued, because the Fifth Circuit Court stated that grouping students into “language remediation programs is unobjectionable . . so long as such a practice is genuinely motivated by educational concerns and not discriminatory motives” (Castañeda v. 2d 989; 1981). To be sure, Castañeda provides school districts a degree of latitude in the selection of instructional programs for ELLs. School systems also can decide whether to teach language and content simultaneously or sequentially.

Colonial and postcolonial language policies in Africa: Historical and emerging landscapes. In B. ), The Cambridge handbook of language policy (pp. 523–543). Cambridge: Cambridge University Press. Reagan, T. G. (1987). The politics of linguistic apartheid: Language policies in black education in South Africa. Journal of Negro Education, 56(3), 299–312. 34 Mary Carol Combs, Ana Christina Da Silva Iddings, and Luis C. , & Moll, L. (2012). Implementing structured English immersion in Arizona: Benefits, challenges, and opportunities.

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