Reflections on Language as a Precondition for Educational Equity
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Keywords:
language policy and planning processes, educational equityAbstract
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.References
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23 Spring J. (2001). Globalization and educational rights: An intercivilizational analysis. Mahwah, NJ: Lawrence Erlbaum, p. 154.
2 Spring J. (2001). Globalization and educational rights: An intercivilizational analysis. Mahwah, NJ: Lawrence Erlbaum.
3 Cavecchioni V. & Motivans A. (2001). Monitoring educational disparities in less developed countries. In W. Hutmacher, D. Cochrane, and N. Bottani (Eds.). In pursuit of equity in education: Using international indicators to compare equity policies (pp. 217- 240). Hague, The Netherlands: Kluwer.
4 Taylor S., Rizvi F., Lingard B., & Henry M. (1997). Educational policy and the politics of change. London, England: Routledge, p. 134.
5 Held D. (1991). Political theory today. Stanford, CA: Stanford University Press.
6 Fishman J. (1970). Advances in the sociology of language. The Hague, The Netherlands: Mouton de Gruyter, p. 157.
7 Fishman J. (1998). The new linguistic order. Foreign Policy (Winter 1998-1999), p. 35.
8 Ringold D., Orenstein M. & Wilkens E. (2005). Roma in an expanding Europe. Washington, DC: World Bank, p. 45.
9 Chomsky N. (1979). Language and responsibility. Brighton, England: Harvester Press.
10 Bernstein B. (1970). Social class, language, and socialization. In B. Bernstein (Ed.). Class, codes, and control. New York City, NY: Routledge, p. 157.
11 Labov W. (1970). A study of nonstandard English. Washington, DC: ERI C Clearinghouse for Linguistics.
12 Cummins J. (1996). Negotiating identities: Education for empowerment in a diverse society. Los Angeles: California Association for Bilingual Education, p. 35-36.
13 Del Valle S. (2003). Language rights and the law in the United States: Finding our voices. Bristol, England: Multilingual Matters.
14 Schmidt R. (2000). Language policy and identity politics in the United States. Philadelphia, PA: Temple University Press.
15 A u K. (1980). Participation structures in a reading lesson with Hawaiian children. In Anthropology and Education Quarterly, 11, 91-115.
16 Cazden C. (1986). Classroom discourse. New York City, NY: Heineman.
17 Erickson F. (1984). An anthropologist's perspective. Review of Educational Research, 54, 63-78.
18 Erickson F. & Mohatt G. (1982). Participant structures in two communities. In G.D. Spindler (Ed.), Doing the ethnography of schooling. New York City, NY: Holt, Rinehard, and Winston.
19 Foster M. (1989). It's cookin' now: A performance analysis of the speech events in an urban community college. Language in Society, 18, 1-29.
20 Heath S. (1982). Questioning at home and at school. In G.D. Spindler (Ed.), Doing the ethnography of schooling. New York City, NY: Holt, Rinehard, and Winston.
21 Bakhtin, M. (1981). The dialogic imagination. Four essays. Austin, TX: University of Texas Press., p.291.
22 Kaplan R. & Baldauf R. (1997). Language planning from practice to theory. Clevedon, England: Multilingual Matters, p. xi.
23 Spring J. (2001). Globalization and educational rights: An intercivilizational analysis. Mahwah, NJ: Lawrence Erlbaum, p. 154.
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Published
2015-10-19
How to Cite
Elise, S. A. (2015). Reflections on Language as a Precondition for Educational Equity. Eurasian Journal of Philology: Science and Education, 145(5,6). Retrieved from https://philart.kaznu.kz/index.php/1-FIL/article/view/475
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Linguistics
