ERIC Number: EJ896189
Record Type: Journal
Publication Date: 2010
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1523-5882
EISSN: N/A
In the Shadow of Stone Mountain: Identity Development, Structured Inequality, and the Education of Spanish-Speaking Children
Portes, Pedro R.; Salas, Spencer
Bilingual Research Journal, v33 n2 p241-248 2010
In this article, we draw from cultural historical theory to examine the assimilationist forces embodied by English as a Second Language (ESOL) identification and programming practices in and outside of Georgia. We argue that the categorization of Spanish-speaking schoolchildren as Limited English Proficient is an extension of historical subtractive practices grounded in monolithic assumptions of what it means to be "American." Along the way, U.S. Latino/as' exceptionality and potential for additive bilingualism are ignored, and generations are routed into remediation tracks that leave most of them behind others academically and otherwise. We conclude by conceptualizing how a "Cultural Identity Plus" (CID+) policy as a key component in a broader lifespan strategy for dismantling "Group Based Inequality" (Portes, 2005) might counteract the harm caused by current practices.
Descriptors: Speech Communication, Spanish Speaking, Limited English Speaking, Bilingualism, Equal Education, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Educational History, Hispanic Americans, Self Concept, Cultural Influences, Disadvantaged, Bias
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Grant or Contract Numbers: N/A