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ERIC Number: ED447481
Record Type: Non-Journal
Publication Date: 2000
Pages: 423
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8141-2667-7
ISSN: N/A
Language Ideologies: Critical Perspectives on the Official English Movement. Volume 1: Education and the Social Implications of Official Language.
Gonzalez, Roseann Duenas, Ed.
This collection of essays addresses the complicated and divisive issues at the heart of the debate over language diversity and the English Only movement in United States public education. Blending social, political, and legal analyses of the ideologies of language with perspectives on the impact of the English Only movement on education and in classrooms at all levels, the collection offers a wide range of perspectives that teachers and literacy advocates can use to inform practice as well as policy. In the first section, Update, the following essays are featured: (1) "The Demographics of Diversity in the United States" (Dorothy Waggoner); (2) "Proposition 227: A New Phase of the English Only Movement" (James Crawford); and (3) "The Politics of English Only in the United States: Historical, Social, and Legal Aspects" (Carol Schmid). In the second section, Research and Politics, these essays are featured: (4) "Treating Linguistic and Cultural Diversity as a Resource: The Research Response to the Challenges Inherent in the Improving America's Schools Act and California's Proposition 227" (Eugene E. Garcia); (5) "'The Younger, the Better' Myth and Bilingual Education" (Thomas Scovel); and (6) "Bilingual Education: The Debate Continues" (Stephen D. Krashen). The third section, Politics, Economy, and the Classroom, contains the following essays: (7) "English Only and ESL Instruction: Will It Make a Difference?" (Elliot L. Judd); (8) "When Pedagogy Meets Politics: Challenging English Only in Adult Education" (Elsa Roberts Auerbach); and (9) "Which English Skills Matter to Immigrants? The Acquisition and Value of Four English Skills" (Arturo Gonzalez). The fourth section, What Difference Does Difference Make? contains these essays: (10) "That's Not My Language: The Struggle To (Re)Define African American English" (Rosina Lippi-Green); (11) "Of Spanish Dispossessed" (Frances R. Aparicio); (12) "From 'Bad Attitudes' to(ward) Linguistic Pluralism: Developing Reflective Language Policy among Preservice Teachers" (Gail Y. Okawa); (13) "Between the Lines: Reconciling Diversity and Standard English" (Victoria Cliett); and (14) "Transcultural Rhetorics for Cultural Survival" (Louise Rodriguez Connal). Concludes with: "Afterword: On English Only" (Victor Villanueva). (NKA)
National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 26677-3050: $27.95 members, $33.95 nonmembers). Tel: 800-369-6283 (Toll Free); Web site http://www.ncte.org.
Publication Type: Books; Collected Works - General
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: National Council of Teachers of English, Urbana, IL.
Identifiers - Laws, Policies, & Programs: Improving Americas Schools Act 1994; Proposition 227 (California 1998)