Educating Adolescent Newcomers in the Superdiverse Midwest

2021 ◽  
Author(s):  
Brian David Seilstad
Keyword(s):  
Language Policy ◽  
The Us ◽  
Equitable Education ◽  
Newcomer Program ◽  
Policies And Practices

This book juxtaposes superdiversity with English-centricity in the US, set against long-standing challenges with migration and language policy recently underlined by Donald Trump’s election. It explores the history, policies, and practices of a Central Ohio adolescent newcomer program seeking to provide an equitable education to its students.

‘This is not who we are’: Gendered bordering practices, ontological insecurity, and lines of continuity under the Trump presidency

2021 ◽  
pp. 1-18
Author(s):  
Christine Agius
Keyword(s):  
White Supremacy ◽  
Immigrant Children ◽  
The Self ◽  
Ontological Security ◽  
The Us ◽  
Democratic Nation ◽  
Gender Lens ◽  
Policies And Practices

Abstract The Trump presidency ushered in a heightened sense of ontological insecurity in the US, based on a national self-narrative that portrayed an emasculated America. Trump promised a return the US to primacy by pursuing policies and practices that focused on border protection, militarisation, and the vilification of external others, while amplifying racial tensions within the country. From caging immigrant children at the border, to an enabling of white supremacy and the Capitol riots, Trump's presidency was broadly seen as aberration in the self-narrative of America as a tolerant, democratic nation. In this article, I am interested in how gendered bordering practices inform ontological (in)security in Trump's narrative of the nation, domestic and external policy, and discourses. While Trump's electoral loss to Biden in 2020 has been described as a ‘return to normal’, this article instead considers how Trump's presidency exhibited lines of continuity when examined through a gender lens. Understanding how masculinism informs ideas of ontological security reveals how notions of gendered bordering, hierarchy, and ordering have been persistent threads in US politics, rather than simply an anomaly under Trump. This suggests greater potential to read ontological security in more complex terms through gendered bordering practices.

Motivations to Help: Local Volunteer Humanitarians in US Refugee Resettlement

2020 ◽  
Vol 33 (2) ◽  
pp. 437-459
Author(s):  
Kristin Elizabeth Yarris ◽  
Brenda Garcia-Millan ◽  
Karla Schmidt-Murillo
Keyword(s):  
Qualitative Interviews ◽  
State Policies ◽  
Refugee Resettlement ◽  
Community Based ◽  
National Belonging ◽  
Family Histories ◽  
The Us ◽  
Policies And Practices

Abstract Drawing on qualitative interviews conducted in 2017 with 29 volunteers in the US state of Oregon, in this article, we critically examine volunteers’ motivations to aid migrants and refugees in an overtly hostile political period. Our central aim is understanding what sustains local volunteer actions to offer welcome to refugees when state policies and practices are exclusionary and unwelcoming. Considering these community-based efforts as a form of volunteer humanitarianism, we discuss three central motivations for these efforts: first, personal and family histories connect volunteers in intimate ways to migrant and refugee struggles; second, volunteers are therefore affectively motivated to help, drawing on powerful emotions to sustain their efforts; and third, these local volunteer efforts strive to reimagine US citizenship and national belonging in more inclusionary ways.

scholarly journals Sociolinguistics

2003 ◽  
Vol 36 (2) ◽  
pp. 120-157
Keyword(s):  
New York ◽  
Language Policy ◽  
Literacy Practices ◽  
Language Education ◽  
Cultural Relativism ◽  
Language Awareness ◽  
Second Language Literacy ◽  
Modern Language ◽  
The Us ◽  
Language And Education

03—373 Appleby, Roslyn, Copley, Kath, Sithirajvongsa, Sisamone and Pennycook, Alastair (U. of Technology, Sydney, Australia). Language in development constrained: Three contexts. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 323—46.03—374 Bruthiaux, Paul (Nat. U. of Singapore). Hold your courses: Language education, language choice, and economic development. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 275—96.03—375 Cleghorn, Ailie (Concordia U., Montreal, Quebec, Canada) and Rollnick, Marissa. The role of English in individual and societal development: A view from African classrooms. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 347—72.03—376 Derwing, Tracey M. (U. of Alberta, Edmonton, Canada; Email: [email protected]), Rossiter, Marian J. and Ehrensberger-Dow, Maureen. ‘They speaked and wrote real good’: Judgements of non-native and native grammar. Language Awareness (Clevedon, UK), 11, 2 (2002), 84—99.03—377 Gebhard, Meg (U. of Massachusetts, USA). Fast capitalism, school reform, and second language literacy practices. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 15—52.03—378 Lin, Angel (City U. of Hong Kong) and Luk, Jasmine. Beyond progressive liberalism and cultural relativism: Towards critical postmodernist, sociohistorically situated perspectives in classroom studies. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 97—124.03—379 Markee, Numa (U. of Illinois at Urbana-Champaign, USA). Language in development: Questions of theory, questions of practice. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 265—74.03—380 Pavlenko, Aneta (Temple U., USA). ‘We have room for but one language here’: Language and national identity in the US at the turn of the 20th century. Multilingua (Berlin, Germany), 21, 2/3 (2002), 163—96.03—381 Pomerantz, Anne (U. of Pennsylvania, USA). Language ideologies and the production of identities: Spanish as a resource for participation in a multilingual marketplace. Multilingua (Berlin, Germany), 21, 2/3 (2002), 275—302.03—382 Ramanathan, Vai (U. of California at Davis, USA). What does ‘literate in English’ mean?: Divergent literacy practices for vernacular- vs. English-medium students in India. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 125—51.03—383 Schmidt Sr., Ronald. Racialization and language policy: The case of the U.S.A. Multilingua (Berlin, Germany), 21, 2/3 (2002), 141—61.03—384 Vavrus, Frances (Columbia U., New York, USA). Postcoloniality and English: Exploring language policy and the politics of development in Tanzania. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 373—97.03—385 Williams, Eddie (U. of Reading, UK) and Cooke, James. Pathways and labyrinths: Language and education in development. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 297—322.

Language Policy and Politics

2020 ◽  
pp. 812-820
Author(s):  
Kembo Sure
Keyword(s):  
South Africa ◽  
Human Rights ◽  
Conceptual Framework ◽  
Language Policy ◽  
Behavior Patterns ◽  
Language Behavior ◽  
Public Recognition ◽  
Access Services ◽  
Policies And Practices

The chapter is a discussion of the nexus between language policy and the national sociopolitical policies and practices with regard to the distribution of opportunities, human rights, values, recognition, freedom, equity, fairness, and the resolution of disputes. Examples from Africa are discussed using a modified conceptual framework adopted from Patten (2001) in which he argues that “a language enjoys public recognition when it is possible to access services and/or conduct public business in that language.” Using the examples of South Africa and Ethiopia we see how the official multilingualism model fails to promote all languages in a complex plurilingual polity, as it inadvertently promotes strong languages to the detriment of weaker ones. The use of the language rationalization model also failed in Kenya, Tanzania, and Somalia, where the state’s tinkering with language behavior patterns only helps to privilege some languages and disadvantage others.

scholarly journals Language policy and practice in multilingual production workplaces

Multilingua ◽  
2018 ◽  
Vol 37 (4) ◽  
pp. 403-427 ◽  
Author(s):  
Dorte Lønsmann ◽  
Kamilla Kraft
Keyword(s):  
Language Policy ◽  
Working Life ◽  
High Status ◽  
Language Policies ◽  
Policy And Practice ◽  
Transnational Mobility ◽  
Working Lives ◽  
Everyday Work ◽  
Point Of Departure ◽  
Policies And Practices

AbstractTransnational mobility results in a diversification of languages and cultures in the workplace. A common means of managing this diversity is to introduce language policies that often privilege English or the locally dominant language(s). In contrast, managing their everyday working lives may require employees to draw on a range of multilingual and non-verbal resources. Such tensions between policy and practice in multilingual workplaces may impact structures and processes of inequality and power in the workplace. By looking at two sites within logistics and construction, this article offers a critical look at multilingual policies and practices and their consequences for speakers within the workplace. The article investigates how language is conceptualised in language policies and enacted in language practice. From this point of departure we discuss how the tensions between policies and practices impact on the daily working life and professional opportunities of the workers. Our findings suggest that even though multilingual practices are crucial for the flow of everyday work interactions on the floor, the language requirements within the workplace mirror the repertoires and practices of high-status employees, and therefore their competence is valued more highly than the more multilingual repertoires of their subordinates. A consequence of this unequal valorisation of the different linguistic repertoires is the maintenance of existing hierarchies in the workplace and the creation of new ones.

scholarly journals Languages and the U.S. Federal Congress: Attitudes, Policies and Practices between 1789 and 1815

2020 ◽  
Vol 20 ◽  
pp. 91-107
Author(s):  
Sándor Czeglédi
Keyword(s):  
United States ◽  
Cultural Identity ◽  
Language Policy ◽  
Policy Development ◽  
The United States ◽  
War Of Independence ◽  
The U.S ◽  
Policies And Practices

The present paper examines the link between language and cultural identity by exploring the language-related attitudes, policies and ideologies as reflected in the written records of the U.S. Federal Congress from 1789 until roughly the end of the “Second War of Independence” in 1815. The results are compared and contrasted with the findings of a previous study which examined the founding documents of the United States from a similar perspective. The most salient language policy development of the post-1789 period is the overall shift from the symbolic, general language-related remarks towards the formulation of more substantive and general policies.

scholarly journals Introduction to the Special Issue “Policing Ethnicity: Between the Rhetoric of Inclusion and the Policies and Practices of Exclusion”

2014 ◽  
Vol 2 (3) ◽  
pp. 001-004 ◽  
Author(s):  
Abby Peterson ◽  
Malin Åkerström
Keyword(s):  
Black People ◽  
Moral Dilemma ◽  
The Other ◽  
Special Issue ◽  
Pursuit Of Happiness ◽  
The Us ◽  
The One ◽  
Minority Policies ◽  
And Control ◽  
Policies And Practices

<p>On the one hand European countries talk the humanitarian and cosmopolitan politics of inclusion of ethnic minorities with a battery of integration policies, on the other hand these same societies practice the policies and practices of exclusion. In this special issue we address this disjuncture and what we refer to as the European moral dilemma, in much the same way that Gunnar Myrdahl, in his influential study from 1944—<em>The</em><em> American Dilemma—</em>pointed out that the oppression of Black people living in the US was at odds with the country’s moral grounds, its founding creed that all men are created equal and are endowed “with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness” (<em>Declaration of Independence</em>). This special issue does not only include articles from European contexts, however the majority are analyses of European ethnic minority policies and practices. Nonetheless, all of the articles address in different ways how the rhetoric of inclusion is all too often at odds with the practices and policies of exclusion and control. In focus is what we call the policing of ethnicity, that is, the governance of inclusion and exclusion along ethnic lines.</p>

Duelling Dualisms

2016 ◽  
Author(s):  
Judith K. Pringle ◽  
Glenda Strachan
Keyword(s):  
Equal Opportunity ◽  
Academic Research ◽  
Diversity Management ◽  
Business Case ◽  
Organizational Policies ◽  
Managing Diversity ◽  
The Social ◽  
The Us ◽  
History Of ◽  
Policies And Practices

This chapter presents a history of diversity management through the use of dichotomies that cross-cut the field. These are used as a framework to organize the evolution from equal opportunity policies and practices to managing diversity in organizations. We trace the shift from the social justice case for equality to the business case for managing diversity; from practitioners’ initiatives to academic research, from the US diversity discourse to many country contexts, from an emphasis on gender to ‘other’ demographic diversity dimensions, and from quantitative to qualitative research methodologies. The discussion demonstrates the complexity of combining historical and socio-political country contexts on organizational policies and practices. The resulting influences on an individual’s experiences of diversity management are as complex as are the partiality of theoretical explanations. We urge researchers to move beyond dualisms combining their strengths, to create transformative approaches. Altogether the continuing debates add to a vibrant field.

scholarly journals Refugee-background students in New Zealand and the United States: Roots and results of educational policies and practices

2022 ◽  
Vol 6 (2) ◽  
pp. 133-147
Author(s):  
Jody McBrien ◽  
Maria Hayward
Keyword(s):  
United States ◽  
New Zealand ◽  
The United States ◽  
International Treaties ◽  
Education Policies ◽  
Refugee Students ◽  
Refugee Education ◽  
The Us ◽  
Second World ◽  
Policies And Practices

Both the United States (US) and New Zealand (NZ) have been resettling refugees since the Second World War. As such, and because of several international treaties signed by both countries, they must concern themselves with the education of resettled refugee students in their nations. In this study, the researchers examine the international agreements and national resettlement policies that shape these nations’ refugee education policies. Second, educational practices for refugee students in the US and NZ using phenomenological qualitative research based on observations, interviews, and focus groups with teachers and refugee students are examined. The researchers conclude that the more systematic methods of resettlement and educational tools available to teachers in NZ through consistent national policies provide better opportunities for success than policies and practices that vary widely from state to state and even within states in the US.

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