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ERIC Number: ED435907
Record Type: Non-Journal
Publication Date: 1999
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Challenging Linguicism: Action Strategies for Counselors and Client-Colleagues.
Chen-Hayes, Stuart F.; Chen, Mei-whei; Athar, Naveeda
Linguicism was first defined as "linguistically related racism" in the early 1990s and only since 1992 have the courts begun to realize the legitimacy of discrimination based upon accent. Professional counselors have experienced the pain and oppression of linguicism in their own lives and in the lives of their family members, students, colleagues, and clients. In this paper ideas, guidelines, and resources for advocating against linguicism are presented. In terms of advocacy, linguicism is defined as prejudice multiplied by power used by members of dominant language groups against non-dominant language groups. Although found worldwide, this paper focuses on linguicism in the United States. This paper presents numerous examples of linguicism experienced by the authors personally and examples encountered by counselors within their professional interactions. It is suggested that in order to operationalize multicultural competencies for counselors, those in the profession need to affirm languages and bilingualism, to question and challenge dominant culture/languages, and to consider how these variables may affect nondominant language client-colleagues. Standard English Privilege, unearned privileges that are conferred on members of the dominant language culture, is discussed. Ways in which counselors who have Standard English Privilege can be allies to persons oppressed by linguicism are examined. (Contains 10 references, 3 recommended readings, and 2 recommended web sites.) (MKA)
ERIC Counseling and Student Services Clearinghouse, University of North Carolina at Greensboro, 201 Ferguson Building, P.O. Box 26171, Greensboro, NC 27402-6171. Tel: 800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail: ericcass@uncg.edu; Web site: http://ericcass.uncg.edu>.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A