Teaching Minoritized Students: Are Additive Approaches Legitimate?

2017 ◽  
Vol 87 (3) ◽  
pp. 404-425 ◽  
Author(s):  
Jim Cummins
Keyword(s):  
Academic Achievement ◽  
Language Education ◽  
Critical Examination ◽  
Language Practices ◽  
Dynamic Nature ◽  
Additive Bilingualism ◽  
Relations Of Power ◽  
Education Initiatives

The emergence in recent years of heteroglossic conceptions of bi/multilingualism and the related construct of translanguaging has raised questions about how these notions relate to more traditional conceptions of additive bilingualism, biliteracy, and the overall academic achievement of minoritized students. In this article, Jim Cummins provides a critical examination of both additive bilingualism and additive approaches to language education to clarify the nature of these constructs and to elucidate their instructional implications. He proposes a synthesis of perspectives that replaces the term additive bilingualism with active bilingualism, that acknowledges the dynamic nature of bilingual and multilingual language practices and the instructional implications of this conceptualization, and that insists that education initiatives designed to promote academic achievement among minoritized students can claim empirical legitimacy only when they explicitly challenge raciolinguistic ideologies and, more generally, coercive relations of power.

scholarly journals The impact of bullying on EFL students’ academic achievement at state Islamic universities in Indonesia

2021 ◽  
Vol 8 (2) ◽  
pp. 120
Author(s):  
Safrul Muluk ◽  
Habiburrahim Habiburrahim ◽  
Syarifah Dahliana ◽  
Saiful Akmal
Keyword(s):  
Academic Achievement ◽  
Social Life ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Triggering Factors ◽  
Efl Students ◽  
Classroom Bullying ◽  
The University ◽  
The Impact

Issues and incidents of bullying may take place, regardless of time and place, notwithstanding at Islamic education institutions. This study is aimed at finding out types of bullying and their triggering factors taking place in the university classroom; examining steps taken by lecturers to anticipate and prevent classroom bullying; and analyzing the impact of bullying on EFL students’ academic achievement. This mixed-methods study involved 546 students and 30 lecturers of the English Language Education Department at three state Islamic universities in Indonesia; Universitas Islam Negeri Syarif Hidayatullah in Jakarta, Universitas Islam Negeri Sunan Kalijaga in Yogyakarta, and Universitas Islam Negeri Ar-Raniry in Banda Aceh. Both surveys and interviews were employed to collect the required data. The findings elucidate that physical, social, verbal, and racial are among the most common emergent bullying incidents the students experienced. Revealing the triggering factors of bullying, the data show that competition in academic and social life, differences in thoughts and appearances, lack of understanding of bullying meaning, and lack of regulation are pointed as the source of bullying. The findings also indicate that bullying influences students’ academic achievement; bullying incidents have driven their victims into four pathetic conditions: less confident, stressed, anxious, and passive. Some steps are applied by the lecturer to prevent and handle bullying; they are: providing classroom regulation, being a counselor for students, enforcing the regulation, and massive socialization.

scholarly journals Transparency as Ideology, Ideology as Transparency: Towards a Critique of the Meta-aesthetics of Neoliberal Hegemony

2018 ◽  
Vol 2 (1) ◽  
pp. 654-667 ◽  
Author(s):  
Jorge I. Valdovinos
Keyword(s):  
Everyday Life ◽  
Conceptual Structure ◽  
Critical Examination ◽  
Conceptual Level ◽  
Late Capitalism ◽  
Social Consensus ◽  
Structures Of Feeling ◽  
Everyday Experiences ◽  
Relations Of Power

Abstract Along with the increasing commodification of all aspects of culture and the persistent aestheticisation of everyday life under late capitalism, there is an equally increasing longing for objectivity, immediacy, and trust. As the mediation of our everyday experiences augments, a generalised feeling of mistrust in institutions reigns; the sense of a need to bypass them increases, and the call for more “transparency” intensifies. As transparency manages to bypass critical examination, the term becomes a source of tacit social consensus. This paper argues that the proliferation of contemporary discourses favouring transparency has become one of the fundamental vehicles for the legitimation of neoliberal hegemony, due to transparency's own conceptual structure-a formula with a particularly sharp capacity for translating structures of power into structures of feeling. While the ideology of transparency promises a movement towards the abolition of unequal flows of information at the basis of relations of power and exploitation, it simultaneously sustains a regime of hyper-visibility based on asymmetrical mechanisms of accountability for the sake of profit. The solution is not “more” transparency or “better” information, but to critically examine the emancipatory potential of transparency at the conceptual level, inspecting the architecture that supports its parasitic logic.

Translanguaging

2017 ◽  
Author(s):  
Sara Vogel ◽  
Ofelia García
Keyword(s):  
Teaching And Learning ◽  
Language Ideologies ◽  
Language Education ◽  
Pedagogical Practice ◽  
Language Practices ◽  
Language Pedagogy ◽  
Bilingual Instruction ◽  
Linguistic Repertoire ◽  
Bilingualism And Multilingualism ◽  
Racial Hierarchies

Translanguaging is a theoretical lens that offers a different view of bilingualism and multilingualism. The theory posits that rather than possessing two or more autonomous language systems, as has been traditionally thought, bilinguals, multilinguals, and indeed, all users of language, select and deploy particular features from a unitary linguistic repertoire to make meaning and to negotiate particular communicative contexts. Translanguaging also represents an approach to language pedagogy that affirms and leverages students’ diverse and dynamic language practices in teaching and learning. Translanguaging theory builds on scholarly work that has demonstrated how colonial and modernist-era language ideologies created and maintained linguistic, cultural, and racial hierarchies in society. It challenges prevailing theories of bilingualism/multilingualism and bilingual development in order to disrupt the hierarchies that have delegitimized the language practices of those who are minoritized. Translanguaging concepts have been deepened, built upon, or clarified as scholars have compared and contrasted them with competing and complementary theories of bilingualism. Scholars debate aspects of the theory’s definition and epistemological foundations. There are also continued debates between scholars who have largely embraced translanguaging and those who resist the theory’s premises or have accepted them only partially. The use of translanguaging in education has created the most interest, and yet the most disagreement. Many educators working on issues of language education—the development of additional languages for all, as well as minoritized languages—have embraced translanguaging theory and pedagogy. Other educators are weary of the work on translanguaging. Some claim that translanguaging pedagogy pays too much attention to the students’ bilingualism; others worry that it could threaten the diglossic arrangements and language separation traditionally posited as necessary for language maintenance and development. Translanguaging as a sociolinguistic and psycholinguistic theory has much to offer to our understandings of the languaging of bilinguals because it privileges bilingual performances and not just monolingual ones. As a pedagogical practice, translanguaging leverages the fluid languaging of learners in ways that deepen their engagement and comprehension of complex content and texts. In addition, translanguaging pedagogy develops both of the named languages that are the object of bilingual instruction precisely because it considers them in a horizontal continua as part of the learners’ linguistic repertoire, rather than as separate compartments in a hierarchical relationship.

I HAVE NOTHING TO DO WITH LANGUAGE TEACHING – LANGUAGE PRACTICES, IDEOLOGIES AND LANGUAGE MANAGEMENT IN EDUCATION

Via Latgalica ◽  
2016 ◽  
pp. 8
Author(s):  
Sanita Lazdiņa
Keyword(s):  
Language Policy ◽  
Social Practice ◽  
Language Teaching ◽  
Language Education ◽  
Theoretical Explanation ◽  
Regional Studies ◽  
Language Practices ◽  
Language Management ◽  
Education Policies ◽  
Multilingual Education

<p><em>The aim of this article is to identify links observable in social practice between the process of multilingualism and the teaching of language and other subjects in school, as well as associated opportunities and models which are supported by the strengthening of interdisciplinary aspects.</em></p><p><em>The article consists of five sections: the first two mainly theoretical, the last three – supported by empirical evidence. The first section is devoted to a theoretical explanation of the basic elements of language policy referenced by the title (language practices, ideology, and language management). Two approaches in modern education – the so-called monoglossic and heteroglossic approach – which reflect certain ideology about language teaching methods, are described in the second section. The third section provides insight into Content and Language Integrated Learning (CLIL)</em> <em>and the realization of this method in Latvia, while the fourth details the planning and practice of “Regional Studies” as a subject of study from the perspective of the heteroglossic approach. The fifth chapter outlines the experience of multilingual education in the European context, analyzing language education policies in the province of Friesland.</em></p><p><em>The questions raised in the article have been evaluated in practice by: 1) preparing a publication on the CLIL approach internationally and in Latvia, and cooperating with teachers in all Latvian regions who utilize this approach in their schools; 2) leading teacher training courses on the use of digital tools in the teaching of Regional Studies and other subjects (conducted in Rēzekne in March and April of 2015); 3) collecting evidence from trilingual schools in the Dutch province of Friesland (lessons in six schools were observed in October 2015; additionally, interviews were conducted with teachers, schoolchildren and principals).</em></p><em>In Latvian schools, both the monoglossic and heteroglossic approaches are observable. However, these different approaches are not mutually exclusive; rather, they exist on a continuum. It is recommended that schools in Latvia be given greater autonomy to choose their own language policies, in a similar fashion to the Frisian schools previously described in the ethnographic observations; this is not to speak against state language policy, but merely to highlight a need for school language policy to reflect regional specifics and context. </em>

scholarly journals An Analysis of Medium of Instruction Policies in the Education System of Pakistan with Specific Reference to English Medium Education

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 370-382
Author(s):  
Sadia Asif ◽  
Imran Afzal ◽  
Rahat Bashir
Keyword(s):  
Public Schools ◽  
Education System ◽  
Mother Tongue ◽  
Language Education ◽  
School Level ◽  
Critical Examination ◽  
Specific Reference ◽  
Medium Of Instruction ◽  
Main Concern ◽  
Primary Level

A critical examination of the trends, issues, and challenges in policy and practice of English language education in Pakistan is the main concern of this paper. This is done first by describing the practice of teaching English in varied instructional situations. Second, the paper historically reviews the language education policies since Pakistan’s independence in 1947. Third, the consequences of using English as the medium of instruction are discussed. A longitudinal large scale study is done to highlight the fact that English as medium of instruction at primary school level can distort the teaching and learning activities for students and teachers in rural areas of Pakistan and student drop-out rate can even get higher in those areas. The data was collected from the interviews of twenty teachers working in government and semi government schools at primary level. Based on the information obtained from the target participants, teaching at the same level but in different schools, the author argues that mother tongue education at the primary level is the most appropriate method to enhance the educational performance of students and a positive approach to bilingual education must be taken to resolve the challenges associated with the medium of instruction policies in the education system of Pakistan. Moreover, the data also shows that adopting English as a medium of instruction in Public schools may lead to low motivation level among students and it can hinder the development of English as a second language among learners. Furthermore, a difference in home language and school language may also hamper development and concepts formation in students at school level. Therefore, it is recommended that before implementing any language as medium of instruction at school level, one must review the history of Pakistani education system and must keep in mind the linguistic differences of the society and unavailability of resources is also a major hindrance in implementation of any language policy.  The results of this study confirm that the pedagogical effectiveness could only be achieved through the mother tongue and provides clear evidence for the usage of native languages as a medium of education in schools.

scholarly journals Review: Kagan, Olga, Carreira, Maria M., & Hitchins Chik, Claire (2017). The Routledge handbook of heritage language education: From innovation to program building. Taylor & Francis.

2021 ◽  
Vol 8 (1) ◽  
pp. 87-92
Author(s):  
Simay Birce Er
Keyword(s):  
Key Words ◽  
Heritage Language ◽  
Language Education ◽  
Minority Language ◽  
Heritage Language Education ◽  
Palabras Clave ◽  
Wide Range ◽  
Education Initiatives

EN The Routledge Handbook of Heritage Language Education successfully contextualizes heritage language education initiatives across a wide range of languages and geographical settings. It comprises an impressive range of studies that cover all levels of education and show the institutionalization process of heritage language education initiatives. The book is recommended reading for researchers, scholars, educators, language planners, and practitioners. Key words: HERITAGE LANGUAGE, INSTITUTIONALIZATION, MINORITY LANGUAGE, INNOVATION ES The Routledge Handbook of Heritage Language Education contextualiza con éxito las iniciativas educativas realizadas en el campo de las lenguas de herencia en una amplia gama de entornos geográficos. Incluye una impresionante variedad de estudios que abarcan todos los niveles educativos y muestran el proceso de institucionalización de las iniciativas de enseñanza de las lenguas de herencia. El libro está dirigido a investigadores, académicos, responsables de planificación lingüística y profesores de lenguas. Palabras clave: LENGUAS DE HERENCIA, INSTITUCIONALIZACIÓN, LENGUAS MINORITARIAS, INNOVACIÓN IT The Routledge Handbook of Heritage Language Education inquadra con esito positivo le iniziative di percorsi educativi che riguardano lo studio delle lingue ereditarie in numerose aree geografiche. Il lavoro comprende una gamma sorprendentemente vasta di studi che riguardano tutti i livelli di istruzione, e rivela il processo di istituzionalizzazione delle iniziative a livello educativo riguardanti le lingue ereditarie. Il libro è rivolto a ricercatori, studiosi, responsabili delle politiche linguistiche e insegnanti di lingua. Parole chiave: LINGUE EREDITARIE, ISTITUZIONALIZZAZIONE DI PERCORSI EDUCATIVI, LINGUE MINORITARIE, INNOVAZIONE

scholarly journals The Correlation of Non-English Majors’ Use of Resource Management Strategies with Their Academic Achievement

2020 ◽  
Author(s):  
Tham Duong
Keyword(s):  
Academic Achievement ◽  
Resource Management ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Management Strategies ◽  
Language Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
English Majors

It is undeniable that self-regulated learning strategies are a pivotal key to 21st century language education in which learners are provided with freedom to take control over their own learning. Of the types of self-regulated learning strategies, resource management strategies (RMS) are likely to be underestimated in practice despite the fact that these strategies are believed to assist EFL learners to modify the environment for achieving their learning goals. The study aimed to investigate RMS employed by tertiary non-English majors and to explore the relationship between the students’ use of RMS and their academic achievement. The quantitative research was conducted with the employment of a closed-ended questionnaire which was administered to 117 students taking the TOEIC course. The results indicated that the research participants frequently employed RMS in their English language learning. More importantly, it was found that the more frequently the students used RMS, the higher academic achievement they gained. Such employment of RMS in a Vietnamese EFL context serves as a reference in other similar EFL contexts.

scholarly journals When language policy is not enough

2021 ◽  
Vol 2021 (267-268) ◽  
pp. 265-269
Author(s):  
Juldyz Smagulova
Keyword(s):  
Language Policy ◽  
Policy Research ◽  
Economic Consequences ◽  
Critical Examination ◽  
Language Management ◽  
Discourse Production ◽  
Material Sources ◽  
Symbolic Gestures ◽  
Relations Of Power

Abstract By focusing predominantly on discourse production and language management, language policy research de-emphasizes the material sources of inequality. The paper argues that language management, often restricted by ritualistic and symbolic gestures, cannot rectify historically formed relations of power and calls for critical examination of both sociolinguistic and socio-economic consequences of language reforms.

Critical autoethnographic narrative: Ideological contention, metacommentary and aesthetic labor in language education

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Christian Fallas-Escobar
Keyword(s):  
Language Learning ◽  
Language Use ◽  
Language Teaching ◽  
Language Education ◽  
Theoretical Framework ◽  
Human Experience ◽  
Critical Examination ◽  
Linguistic Resources ◽  
Aesthetic Labor ◽  
Learning Language

AbstractBased on the premise that human experience is storied, the researcher engaged in the writing of critical autoethnographic narratives to examine ideological contention in language learning, language use, and language teaching. Using raciolinguistic ideologies as theoretical framework, he shows the ways ideological orientations embedded in circulating metacommentary push individuals to engage in aesthetic labor around the ways they employ their linguistic resources. Findings suggest that language educators and learners should engage in critical examination of seemingly innocent metalinguistic commentary, as these contain contradictory and multiple ideological orientations that largely shape the perception and employment of speakers’ linguistic repertoires.

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