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ERIC Number: EJ896189
Record Type: Journal
Publication Date: 2010
Pages: 8
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1523-5882
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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