Reflections on Language as a Precondition for Educational Equity

Abstract

The link between language and education continues to become increasingly complex due to the ways in which language is understood to be a part of larger issues related to identity, citizenship, and equity in society. This paper explores the relationship between language and educational equity by looking at research studies that show how students’ academic achievement is affected by the language of education. Research shows that key to understanding and creating equitable conditions for education, policy makers and education administrators need to consider the implications that language choices for students. But often there is a disconnect between language and education research. This disconnect then hides the essential role of language to students’ academic achievement. The paper concludes by reflecting on the relationship between language, language policy, and issues related to education equity and the responsibility of the academic and policy communities to critically reflect on their role in these processes.