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ERIC Number: EJ1103887
Record Type: Journal
Publication Date: 2016
Pages: 3
Abstractor: ERIC
ISBN: N/A
ISSN: EISSN-1946-7109
EISSN: N/A
Combatting Marginalized Spaces in Education through Language Architecture
Flores, Nelson
Penn GSE Perspectives on Urban Education, v13 n1 p1-3 Spr 2016
In this commentary, Flores states that language policing traps language-minoritized students in the position of having to reject their home language practices as inferior to the language practices of schooling. Language-minoritized students who are unable or unwilling to conform to these expectations, says Flores, are placed in the solitary confinement of remediation programs, thereby continuing the cycle of the miseducation of communities of color. In contrast, language exploration supports language-minoritized students in becoming language architects who are able to apply the knowledge that they gained through their critical inquiry to design language in their own terms and for their own purposes. Supporting language-minoritized students in becoming language architects would be an important first step in combatting marginalizing spaces that continue to persist in US classrooms. [Additional Resources are provided. ]
University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A