Relevant bibliographies by topics / Linguicism

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Academic literature on the topic 'Linguicism'

Author: Grafiati
Published: 10 December 2022
Last updated: 17 June 2025

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Journal articles on the topic "Linguicism"

1

Fernández Asensio, Rubén. "Language policies in the Kingdom of Hawai‘i." Language Problems and Language Planning 38, no. 2 (2014): 128–48. http://dx.doi.org/10.1075/lplp.38.2.02fer.

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This paper develops Tove Skutnabb-Kangas’ concept of linguicism by distinguishing an effectuative stage and a reproductive stage of linguistic inequality. The effectuative stage is described by inference and compared with Robert Phillipson’s theory of linguistic imperialism, and it is suggested that both frameworks are still missing empirical validation for the claim that language inequality may create other forms of inequality, and that such validation should come from historical data. To demonstrate this, language policies in the Kingdom of Hawai‘i during the 19th century are examined, with emphasis on the interpretation of bilingual statutory law, along with a number of judicial rulings. These are then related to changes in the economic sphere and the interaction is demonstrated in the curtailing of customary land use rights. The new concept of non-discriminatory linguicism is introduced to describe the presence of linguicist ideologies without concomitant discriminatory practices as a key feature of the effectuative stage of linguicism, and a new definition of linguicism is proposed.
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Uekusa, Shinya. "Disaster linguicism: Linguistic minorities in disasters." Language in Society 48, no. 3 (2019): 353–75. http://dx.doi.org/10.1017/s0047404519000150.

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AbstractLanguage is a means of communication but it functions as much more than this in social life. In emergencies and disasters, it can also be a matter of life and death. Language barriers and effective communication in disaster contexts (i.e. distributing critical disaster information and warnings) are the central concern in current disaster research, practice, and policy. However, based on the data drawn from qualitative interviews with linguistic minority immigrants and refugees in Canterbury, New Zealand and Miyagi, Japan, I argue that linguistic minorities confront unique disaster vulnerability partly due to linguicism—language-based discrimination at multiple levels. As linguicism is often compounded by racism, it is not properly addressed and analyzed, using the framework of language ideology and power. This article therefore introduces the concept of disaster linguicism, employing Pierre Bourdieu's concept of symbolic violence, to explore linguistic minorities’ complex disaster experiences in the 2010–2011 Canterbury and Tohoku disasters. (Disaster linguicism, language barriers, language ideologies)*
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Song, Kim, Sujin Kim, and Lauren Rea Preston. "“No Difference Between African American,Immigrant, or White Children! They Are All the Same.”: Working Toward Developing Teachers’ Raciolinguistic Attitudes Towards ELs." International Journal of Multicultural Education 23, no. 1 (2021): 47. http://dx.doi.org/10.18251/ijme.v23i1.1995.

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This study explored Midwestern US teachers’ raciolinguistic attitudes toward English learners. Two research questions guided the study: “How did teachers perceive racism and linguicism” and “How did a professional training influence teachers’ awareness of them?” Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American students and English learners, even though they are linguistically and culturally distinct. They also tended to understand the racism and linguicism encountered by the two groups in Black/White and Standard-English/Nonstandard-English binaries. Implications consider the future direction of TESOL teacher education.
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Talmy, Steven. "Forever FOB." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 14, no. 2-3 (2004): 149–72. http://dx.doi.org/10.1075/prag.14.2-3.03tal.

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Employing a conceptual framework informed by theories of cultural production (Lave & Wenger 1991; Levinson & Holland 1996; O’Connor 2003; Willis 1977, 1981), and using notions of linguicism (e.g., Skutnabb-Kangas 2000) and identity “markedness” (Bucholtz & Hal 2004), I examine how an ESL subject position is locally produced by adolescents of Asian and Pacific Islander descent in one high school classroom. Arguing that “ESL” in this context signifies an exoticized cultural and linguistic Other – what some students refer to as “FOB” (“fresh off the boat”) – I analyse a series of classroom interactions in which long-term “generation 1.5” ESL students resist being positioned as FOB, first by challenging their teacher’s positioning, and second, by positioning a newcomer classmate as FOB, instead. While they thereby relationally distinguish themselves as “non-FOB,” these students’ actions reproduce the same linguicism they had ostensibly been resisting. I conclude by considering ways that the reproduction of linguicism might somehow be interrupted.
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5

Sharmin, Mahmuda. "Multimodal Narrative Practices in Adult ESL: Negotiating Linguicism and Developing Language." Theory and Practice in Language Studies 12, no. 6 (2022): 1019–29. http://dx.doi.org/10.17507/tpls.1206.01.

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Multimodal pedagogies and narrative practices in the language classroom have been found effective in facilitating adult English language learning and the development of learners’ identity (Crandall, 2018). Further, racism and linguicism are aspects of adult learners’ lives that affect learners’ learning trajectories (Corona & Block, 2020). Few studies, however, examined how multimodal narrative practices in the classroom can allow adult language learners space to negotiate linguicism and become legitimate members of the target community. This study investigated the role of narrative practices in negotiating linguicism and developing language. The study was conducted in a beginning intermediate ESL class in the Mid-south, USA. The class comprised five immigrant women participating in a multimodal narrative-based language teaching approach designed by the instructor. The learners each wrote ten multimodal narratives in a shared Google Docs over the period of 10 weeks about their English-speaking experiences and retold those narratives in the classroom. The findings showed that multimodal narrative practices not only facilitated language development but also helped learners negotiate racism and shape identity.
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6

Kumar, Deepak. "Journey with Rural Identity and Linguicism." CASTE / A Global Journal on Social Exclusion 2, no. 1 (2021): 202–18. http://dx.doi.org/10.26812/caste.v2i1.285.

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For a Dalit, especially from a rural background, it is not easy to survive in the higher education system in India because it is overwhelmingly dominated by the upper caste, class, and English-speaking people. It is not uncommon for Dalit learners like us to face multiple discrimination, and even exclusion in higher educational institutions. Intersectionality between these three factors abounds in institutions of higher learning. The transition from native language to English has not been an easy task for me, for in my educational journey, I have discovered that English is not just a language but also a commodity. It is becoming increasingly easy for economically well-off people to acquire education in English and dominate the spheres of educational institutions in India. They are usually considered as knowledgeable and intellectual persons. On the other hand, Dalit students also want to take education in English but, most of them are not able to do so because of their caste background and rampant discrimination. This study is based on my own experience and fieldwork at the University of Delhi through a semi-structured questionnaire.
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7

Zingg, Irène. "Sprache – Macht – Schule." TSANTSA – Journal of the Swiss Anthropological Association 24 (June 11, 2020): 58–66. http://dx.doi.org/10.36950/tsantsa.2019.24.6904.

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This article reflects on how language can be a hegemonic practice, as illustrated by the term linguicism. This linguistic discrimination is used to legitimate an unequal division of power and needs to be tackled through decolonial approaches. Switzerland has an offcial tradition of multilingualism, yet people in Switzerland experience discrimination depending on the languages they speak. Pupils in Switzerland are increasingly multilingual but, given their transnational family backgrounds, not always in an offcial Swiss language. Pupils and teachers perceive and value languages differently, often at a subconscious level. Where pupils speak a prestigious language, their language skills are more highly valued. If multilingualism is coupled with a language of migration, a negative connotation occurs and students experience linguicism.
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8

Viesca, Kara Mitchell. "Linguicism and Racism in Massachusetts Educational Policy." education policy analysis archives 21 (June 17, 2013): 52. http://dx.doi.org/10.14507/epaa.v21n52.2013.

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This paper presents a critically conscious policy analysis conducted on Massachusetts state policy regarding the education of secondary multilingual learners and their teachers through the lens of critical race theory (CRT). My analysis suggests that even though current policy in Massachusetts is framed in terms of the overarching goals of educational quality and equality, in reality it substantively sanctions inequitable practices. This paper demonstrates that racism and linguicism (or language-based discrimination) towards multilingual learners are legally sanctioned in Massachusetts public schools as a consequence of state policy, thus contributing to educational disparities.
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9

Davies, Alan. "Review Article: Ironising the Myth of Linguicism." Journal of Multilingual and Multicultural Development 17, no. 6 (1996): 485–96. http://dx.doi.org/10.1080/01434639608666297.

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10

Skutnabb-Kangas, Tove. "Multilingualism and the education of minority children." Estudios Fronterizos, no. 18-19 (January 1, 1989): 36–67. http://dx.doi.org/10.21670/ref.1989.18-19.a02.

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Linguicism, the domination of one language at the expense of others, is a reflection of an ideology, associated with racismo. The majority of almost 200 states of the world are officially monolingual, yet, these states contain speakers of sorne 4,000 to 5,000 languages. A comparative analysis of the success of educational programs in different countries in reaching the goals of bilingualism, shows that most European and europeanized countries do not organize the education of minory children so that they will succeed in becoming bilingual. Instead, the ohildrem themselves, their parents, their group and their culture are blamed for the failure. In the author's opinion, it should be the duty of the educational systems globally to help these children to become bilingual. To counteract linguicism, a dec:laration of children' s linguistic human rights is proposed. The autor concludes that it is not a question of information but one of power structure. Thus, it is the job of linguists to produce information, but unless the right questions are asked in their research and why, their arguments might be supporting linguicism and racismoA linguistic science wich is aware of these political involvements can only be militant. And it is the tudy of linguists in their respective countries and regions to assume responsability for this task, this struggle for the defense and development of their own language and cultures. (posúace to L-J. Calvet, Linguistique et Colonialisme).
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