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ERIC Number: EJ973244
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
Reference Count: 77
ISSN: ISSN-1534-8458
Reading Repression: Textualizing the Linguistic Marginalization of Nonnative English-Speaking Teachers in Arizona
Blum, Avram; Johnson, Eric J.
Journal of Language, Identity, and Education, v11 n3 p167-184 2012
This discussion draws attention to the discriminatory efforts of policymakers in Arizona to professionally marginalize public school teachers deemed to have an accent. In addition to debunking the linguistic and pedagogic validity of this policy, we emphasize the role of the media in the (re)construction and justification of language ideologies used to cast immigrants and language-minority groups in a negative light. To accomplish this, we have conducted a Critical Discourse Analysis of online responses to a recent "Wall Street Journal" article describing the Arizona Department of Education's latest attempt to oppress language-minority communities. Tapping into publicly advertised dialogues allows us to expose how media sources like the "Wall Street Journal" both emphasize and reproduce discourses that cement shared beliefs about minority groups. From this stance, we promote the benefits of linguistic diversity and advocate for the cultural and professional rights of teachers who speak English as an additional language. (Contains 1 table and 1 footnote.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona