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Journal articles on the topic 'Linguicism'

Author: Grafiati

Published: 10 December 2022

Last updated: 17 June 2025

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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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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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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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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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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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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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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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Cushing, Ian. "Prescriptivism, linguicism and pedagogical coercion in primary school UK curriculum policy." English Teaching: Practice & Critique 19, no. 1 (2019): 35–47. http://dx.doi.org/10.1108/etpc-05-2019-0063.

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Purpose This paper is a critical reflection on the linguistic conservatism as found within current curriculum policies and assessment regimes in the UK, arguing that they represents a form of linguicism which serves to entrench linguistic social injustices. This paper aims to trace the “trajectory” of policy across different levels, discourses and settings, with a particular focus on how linguicism is conceptualised, defended and resisted by teachers. The author draws connections between language ideologies within policy discourse, language tests and teacher interviews. Design/methodology/approach This study adopts a critical approach to examining educational language policies and assessments. It begins with the assumption that policies and tests are powerful political and ideological tools, which can steer teachers into making certain decisions in the classroom, some of which they may not believe in or agree with. Data are drawn from policy documents, test questions and teacher interviews, with a focus on how teachers talk about language and pedagogies in their classrooms. In total, 22 teachers were interviewed, with this data being transcribed and thematically indexed. Findings The findings reveal how linguicism is embedded within UK education policy, and how this comes to be replicated within teachers’ discourse and practice. There are three main findings: that teachers can come to operate under a form of “pedagogical coercion”, whereby language policies and tests have a powerful hold on their practice; that teachers see current policy as championing standard English at the expense of non-standardised varieties, and that teachers often see and talk about language as a proxy for other social factors such as education and employability. Research limitations/implications This study provides a critical perspective on language education policies in the UK, arguing for greater awareness about the nature and dangers of linguicism across all levels of policy. Data generated from classroom interaction would be a useful avenue for future work. Originality/value This paper offers an original, discursively critical examination of language education policy in the UK, with a particular focus on the current curriculum and using original data generated from teacher interviews and associated policy documents.

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Hernández Chávez, Eduardo. "The role of suppressive language policies in language shift and language loss." Estudios Fronterizos, no. 18-19 (January 1, 1989): 123–35. http://dx.doi.org/10.21670/ref.1989.18-19.a07.

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The Skutnabb-Kangas and Phillipson analysis of linguistic human rights is used as a basis for understanding language replacement phenomena in the United States. Use of Spanish in Chicano communities is shifting rapidly to English despite the huge numbers of recent immigrants who are dominant in Spanish. Accompanying this shift is a precipitous loss of proficiency by Spanish speakers. Such replacement of a language does not depend on personal choices made by speakers, but on the socio-political conditions within the country. Political goals of profits, exploitation, and hegemony drive classist, racist and ethnicist policies whose purpose is to neutralize resistance to the status quo. These are couched in liberal-sounding myths that justify linguicism, which strives to suppress minority cultures and to acculturate their members in order to pacify perceived ethnic group conflict. The Skutnabb-Kangas and Phillipson Linguicism Continuumn is used to demonstrate the degree of linguistic repression in selected U.S. institutions.

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Hornberger, Nancy H. "Language policy, language education, language rights: Indigenous, immigrant, and international perspectives." Language in Society 27, no. 4 (1998): 439–58. http://dx.doi.org/10.1017/s0047404500020182.

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ABSTRACTIndigenous languages are under siege, not only in the US but around the world – in danger of disappearing because they are not being transmitted to the next generation. Immigrants and their languages worldwide are similarly subjected to seemingly irresistible social, political, and economic pressures. This article discusses a number of such cases, including Shawandawa from the Brazilian Amazon, Quechua in the South American Andes, the East Indian communities of South Africa, Khmer in Philadelphia, Welsh, Maori, Turkish in the UK, and Native Californian languages. At a time when phrases like “endangered languages” and “linguicism” are invoked to describe the plight of the world's vanishing linguistic resources in their encounter with the phenomenal growth of world languages such as English, the cases reviewed here provide consistent and compelling evidence that language policy and language education serve as vehicles for promoting the vitality, versatility, and stability of these languages, and ultimately promote the rights of their speakers to participate in the global community on and IN their own terms. (Endangered languages, immigrant languages, indigenous languages, language revitalization, linguicism)

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Khoo, Elaine, and Xiangying Huo. "Toward Transformative Inclusivity through Learner-driven and Instructor-facilitated Writing Support: An Innovative Approach to Empowering English Language Learners." Discourse and Writing/Rédactologie 32 (November 13, 2022): 394–404. http://dx.doi.org/10.31468/dwr.963.

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English Language Learners (ELLs) have long been targets for linguicism (i.e., linguistic racism) as they are often subjected to judgement based on deficit models of language proficiency. To support ELLs during the COVID-19 pandemic, a long-running, co-curricular writing support program based on a Learner-Driven, Instructor-Facilitated (LeD-InF) approach was modified for fully online participation. Through this approach, ELLs develop academic reading, writing, and critical thinking skills, using their respective course materials and personalized responses from their writing instructors who provide inclusive learning opportunities that specifically address ELLs’ unique individual needs. This innovative anti-deficit, proactive, and risk-free approach not only increased learners’ willingness to write and volume of written output in their academic journal entries (objectively tracked through word count), but also developed learner identity, agency, autonomy, as well as confidence. Analysis of written output volume combined with learners’ end-of-program reflections provide pedagogical insights for addressing and redressing deficit models as well as combating linguicism, contributing important steps toward ensuring equity, justice, and transformative inclusivity so that diverse voices can be heard in the teaching and learning space.

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Rühlmann, Liesa, and Sarah McMonagle. "Germany's Linguistic 'Others' and the Racism Taboo." Anthropological Journal of European Cultures 28, no. 2 (2019): 93–100. http://dx.doi.org/10.3167/ajec.2019.280209.

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This article highlights issues of Othering and linguicism and identifies the challenges of undoing taboos of race and racism in popular and academic discourses in Germany. We discuss the prospect of introducing critical race theory to expose these issues that we see as especially urgent, as Germany remains host to very large numbers of international migrants. A monolingual and monocultural idea of Germany does not befit this country of immigration in the twenty-first century.

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Cho, Hyesun. "Racism and linguicism: engaging language minority pre-service teachers in counter-storytelling." Race Ethnicity and Education 20, no. 5 (2016): 666–80. http://dx.doi.org/10.1080/13613324.2016.1150827.

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Kim, Hyejung. "Internationalization at home strategies examined through the intersections of racism, linguicism, and ableism." New Directions for Higher Education 2020, no. 192 (2020): 29–37. http://dx.doi.org/10.1002/he.20389.

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Madibbo, Amal. "Reverse Inclusion: Black Francophones in the Interface between Anti‐Black Racism and Linguicism." Canadian Review of Sociology/Revue canadienne de sociologie 57, no. 3 (2020): 334–55. http://dx.doi.org/10.1111/cars.12290.

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Zhang-Wu, Qianqian. "Once a Chinese International Student and Now an English Professor: An Autoethnographic Self-Inquiry of Journeys Against Linguicism and Monolingual Ideologies." Journal of International Students 12, S2 (2022): 32–49. http://dx.doi.org/10.32674/jis.v12is2.4354.

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In this autoethnographic critical self-inquiry study, I draw upon my unique identity as once a Chinese international student and now an English professor at a private research university in the United States to investigate how I sought for my multilingual identity and empowered my international students while coping with linguicism and monolingual ideologies. Despite the increasing cultural and linguistic diversity in student population, the faculty body in degree-granting postsecondary institutions remains dominated by White, native speakers of English (National Center for Education Statistics, 2019). Such a lack of diversity in the faculty body is present especially in the field of English, where monolingualism and nativeness is often the unspoken norm (Nigar & Kostogriz, 2019). This has exerted far-reaching impacts on all facets of English language teaching, posing substantial challenges to the professional development, instructional practices, and identity negotiation among nonnative English-speaking faculty of color. In this autoethnographic critical self-inquiry study, I reflected on my identity as once a Chinese international student and now an English professor to explore:  How did my non-whiteness and non-native-English-speakerness affect my identity and self-positioning as a Chinese international student and an English professor? How did I cope with linguicism and monolingual language ideologies in American higher education and beyond?  Autoethnography is a helpful approach to systematically explore one’s personal experiences from unique cultural perspectives (Ellis & Bochner, 2006). Critical self-inquiry is an essential research methodology to investigate tensions between belief systems and about identities (Larrivee, 2000; Marshall, 2001). Integrating the two methods together, autoethnographic critical self-inquiry allows exploration of lived experiences from an emic stance while acknowledging the dynamics of identity shifts and interaction. This autoethnographic critical self-inventory study focused on my journeys as once a Chinese international student (2012-2019) and later an English professor (2019-current) in American higher education. Following the critical self-inventory model (Allard & Gallant, 2012; Attard, 2014), data were collected to reflect both my on-going self-reflections (my teaching journals and diaries) and my conversing with others, including recordings and documentations of my interactions with colleagues and students. Data were analyzed following the coding procedures of applied thematic analysis (Guest et al., 2011) to explore important storylines in order to bring "readers into the scene" through showing and telling (Ellis, 1993, p. 711). Preliminary findings show that while my non-whiteness and nonnativeness have posed challenges to my initial self-positioning as a legitimate member in American higher education, I gradually transitioned my self-perceived “otherness” into my unique advantage as a multilingual expert with lived experiences as a means to fight against linguicism. Consequently, I was able to draw upon my lived identities to serve as a role model to empower my students which in turn empowered myself.

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Khan, Cristine. "Cultural awareness through linguicism? Questioning the roles of native English speakers in Bogota, Colombia." Language and Intercultural Communication 19, no. 2 (2018): 123–36. http://dx.doi.org/10.1080/14708477.2018.1486408.

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Jayasinghe, Saroj. "Ethics and Health Communication in English: Tackling the Consequences of Colonial Era Linguicism and Racism." Asian Bioethics Review 13, no. 2 (2021): 245–53. http://dx.doi.org/10.1007/s41649-021-00172-4.

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Higgins, Christina, Richard Nettell, Gavin Furukawa, and Kent Sakoda. "Beyond contrastive analysis and codeswitching: Student documentary filmmaking as a challenge to linguicism in Hawai‘i." Linguistics and Education 23, no. 1 (2012): 49–61. http://dx.doi.org/10.1016/j.linged.2011.10.002.

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Oliver, Rhonda, and Mike Exell. "Identity, translanguaging, linguicism and racism: the experience of Australian Aboriginal people living in a remote community." International Journal of Bilingual Education and Bilingualism 23, no. 7 (2020): 819–32. http://dx.doi.org/10.1080/13670050.2020.1713722.

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Jean-Pierre, Johanne. "The Experiences of and Responses to Linguicism of Quebec English-Speaking and Franco-Ontarian Postsecondary Students." Canadian Review of Sociology/Revue canadienne de sociologie 55, no. 4 (2018): 510–31. http://dx.doi.org/10.1111/cars.12220.

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Greenall, Annjo K. "Gricean theory and linguicism: Infringements and physical violence in the relationship between Manuel and Basil Fawlty." Journal of Pragmatics 41, no. 3 (2009): 470–83. http://dx.doi.org/10.1016/j.pragma.2008.05.017.

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Hsin, Ching-Ting, and Chih Ying Yu. "Literacy and Identity Development of Indigenous Rukai Children." Journal of Literacy Research 53, no. 3 (2021): 313–35. http://dx.doi.org/10.1177/1086296x211030470.

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This study examines the development of literacy and identity for young Indigenous Taiwanese children using ethnographic methods and the theories of multiple literacies, Indigenous knowledge, and identity construction, and it provides insights into the incorporation of Indigenous knowledge and literacies to create hybrid literacy spaces. Focused-upon participants included four 6-year-old Rukai-tribe children—two who lived in a city and two who lived in a village—and their families and teachers. We found that all children learned literacies in culturally meaningful contexts that involved stories and hybrid literacy practices, Indigenous foods, religious activities, traditional life skills, Indigenous language, and multiple forms of text. The two city children developed Rukai knowledge and literacies through performance-based contexts, whereas the village children learned through authentic contexts (e.g., observing farming and hunting). The literacy and identity of the two city children may be undermined due to limited access to Rukai resources, stemming from racism, classism, and linguicism.

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Tomaszewski, Piotr, and Ewelina Moroń. "W poszukiwaniu eklektycznego paradygmatu edukacji głuchych." Studia Edukacyjne, no. 49 (September 15, 2018): 281–97. http://dx.doi.org/10.14746/se.2018.49.17.

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In recent years, changes in the approach to deafness and, hence, in the education of the deaf and hard of hearing have been occurring around the world, including Poland. Deafness is increasingly perceived as a sociocultural phenomenon and not merely as a medical one, while sign language is seen as a natural language that can be used in deaf schools and by large numbers of d/Deaf people. Nevertheless, it seems at present that both deafness models are incompatible with each other for ideological reasons although they are concurrent, the medical model being dominant and the sociocultural one being alternative. For that reason, both the d/Deaf community and the deaf education still contend with significan problems related to the language policy, discrimination based on deafness (audism), sign language (linguicism), disability (ableism) or the specificityof conflictsamong the d/Deaf themselves (deafism).All this will be illustrated in this paper, along with suggested possible solutions.

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Saud, Mohan Singh. "Examining the Issues of Gender and Indigenous Knowledge in English Education Semester Courses." Journal of English Education 5, no. 2 (2020): 117–27. http://dx.doi.org/10.31327/jee.v5i2.1337.

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Gender and indigenous knowledge are the contemporary cross-cutting issues to be addressed in the mainstream curriculum for enhancing inclusion and equity in higher education along with the recognition, preservation and promotion of indigenous knowledge. The issues of gender and IK are the cross-cutting subjects to be addressed in the contemporary educational discourses around the world including Nepal. Taking these issues into considering, this study critically examined and analysed the issues of addressing gender and integrating IK into the M.Ed. English courses of Tribhuvan University (TU), Nepal, along with the pedagogical practices, assessment and research. Framing on indigenous perspective with social justice, cultural capital, classroom ecology and linguicism as the theoretical lenses, this study applied qualitative study of contents analysis and an open-ended questionnaire with the teachers from TU. The study found that the course content is not much inclusive in terms of gender and indigenous knowledge. However, pedagogical practices, assessment system and research are gender and indigenous friendly as responded by the participants. Its implication is that the M.Ed. English courses of Nepal’s TU needs to address the issues of gender and indigenous knowledge for equity, inclusion and recognition of indigenous knowledge for the glocal context.

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Peterburgsky, Mikhail. "Linguicism and its manifestations in Latin American states: an overview of the case-law of the Inter-American Court of Human Rights." Meždunarodnoe pravosudie 10, no. 3 (2020): 67–79. http://dx.doi.org/10.21128/2226-2059-2020-3-67-79.

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Mendelowitz, Belinda, and Harriet Davis. "A Circle of Learning: The impact of a narrative multilingualism approach on in-service teachers’ literacy pedagogies." Reading & Writing 2, no. 1 (2011): 41–62. http://dx.doi.org/10.4102/rw.v2i1.12.

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This paper explores the impact of a narrative multilingualism approach on in-service primary school teachers who attended the Advanced Certi"cate of Education (ACE) Languages course at the University of the Witwatersrand in 2009. The teachers wrote their own language narratives and were required to implement language narrative work in their classrooms. The paper is a case study of three teachers’ implementation of multilingual narrative pedagogy, and explores the ways in which each teacher translates this pedagogy into their specific contexts. Theoretically, the paper attempts to deepen and extend narrative multilingualism as an approach to language teaching. The notions of uptake and pedagogical translation are explored at various levels, namely, the teachers’ uptake of a multilingual narrative approach and the learners’ uptake. The most striking aspect of the data, across all teachers, is the process and dynamics unleashed in the classroom space. The process of sharing language narratives reconfigured dynamics in the classroom and opened up the classroom space for teachers and learners. The interventions that the pedagogy of narrative multilingualism afforded enabled the validation of linguistic diversity. In a society where xenophobia and linguicism is prevalent, such interventions can play a valuable role in changing attitudes and teaching learners to value difference. Furthermore, previously silenced learners found their voices and participated more in class activities.

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Luguetti, Carla, and Brent McDonald. "‘I always live in a quebrada [favela] and today I am here. So, you can be also here one day’: Exploring pre-service teachers’ perceptions of love for youth from socially vulnerable backgrounds." European Physical Education Review 26, no. 4 (2020): 1006–22. http://dx.doi.org/10.1177/1356336x20915224.

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In recent years, socially critical scholars have argued that love, as a moral basis for socio-critical work, should not be colorblind or power blind and that marginalized populations may understand caring within their sociocultural context, creating spaces for youth and teachers to challenge the racism, sexism, class exploitation and linguicism imposed on their communities. While there is advocacy of love in education and physical education, there is little research that aims to explore how pre-service teachers’ (PSTs’) conceptions change across time. The aim of this study was to explore PSTs’ changing perceptions of love as they worked in an activist sport project with youth from socially vulnerable backgrounds. Participatory action research framed this four-semester research project. Participants included the lead researcher, four PSTs and 110 youth. Data collected included the following: (a) the lead researcher’s field notes; (b) collaborative PSTs’ group meetings; (c) PSTs’ generated artifacts; and (d) PSTs’ focus groups and interviews. Data analysis involved induction and constant comparison. The PSTs understood that love was represented by the following: (a) creating democratic spaces for students to care for each other and their community; (b) trusting and understanding the students, and dreaming possible futures with them; (c) being the best teacher in order to facilitate students’ learning; and (d) making sure all students are included. We concluded that the PSTs’ embodied experiences of oppression and the reflexive experience lived in the activist approach created a space for the PSTs to see themselves in the youth, reconnect with their own identity and develop empathy and love for the diverse youth.

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Varghese, Manka, and Ronald Fuentes. "College Capital and Constraint Agency: First-Generation Immigrant English Language Learners’ College Success." Teachers College Record: The Voice of Scholarship in Education 122, no. 1 (2020): 1–54. http://dx.doi.org/10.1177/016146812012200102.

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Background/Context Language-minoritized and emergent-bilingual (EB) students have historically and frequently been underexamined in the context of research on minoritized students’ pathways in higher education. Understanding the school to college pipeline for emergent bilinguals (EBs) is becoming a critical area of study to help identify and address the barriers that they experience as they attempt to transition to and navigate postsecondary education. Despite there being a greater knowledge of the barriers experienced by EBs in getting to college, less is known about the resources they bring and their agency, the way they actually mobilize the resources that they possess in negotiating their success to get to and complete college. Purpose/Research Question This study examines why and how some EB students can successfully navigate their environments in order to apply for, get into and complete a selective four-year college. It is guided by two overarching questions: (1) What forms of capital do first generation immigrant EBs draw on to apply for and navigate selective four-year college? (2) How do first generation immigrant EBs navigate and complete selective four-year college? Research Design We examined the pathways of EBs through a conceptual framework which frames their college success as being a result of the relationship between what we refer to as their college capital which they have access to and that they draw on, and their constraint agency. Through interviews, this study analyzes 33 first generation undergraduate immigrant EBs’ transition to and completion of tertiary education, with further analysis being supplemented with in-depth case studies of five out of the 33 EBs. Additionally, we interviewed 14 university administrators and instructors involved in the admission and instruction of EB students on campus. Conclusions/Recommendations EB immigrant students drew on different forms of college capital, which included traditional and non-traditional. Students who drew more on traditional kinds of capital participated more in high participatory agentive ways while students who drew more on non-traditional forms of college capital participated more in low participatory agentive ways. Both forms of participating (low and high) lead to students navigating and completing four-year college. We suggest that more differential forms of help, resources and EB-student–focused partnerships between high school, community colleges, and four-year college which include working on their agentive selves are needed as well as challenging the racism and linguicism that holds White monolingual students as the norm to configure policies and services that will help EBs’ postsecondary pathways.

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Salih, Kaziwa. "Kurdish Linguicide in the “Saddamist” State." Genocide Studies International 13, no. 1 (2019): 34–51. http://dx.doi.org/10.3138/gsi.13.1.03.

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Hassanpour, Amir, Jaffer Sheyholislami, and Tove Skutnabb-Kangas. "Introduction. Kurdish: Linguicide, resistance and hope." International Journal of the Sociology of Language 2012, no. 217 (2012): 1–18. http://dx.doi.org/10.1515/ijsl-2012-0047.

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Sehume, Jeffrey. "The Language Question: Khoisan Linguicide and Epistemicide." Critical Arts 33, no. 4-5 (2019): 74–88. http://dx.doi.org/10.1080/02560046.2019.1699590.

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Richard Y. Bourhis, Annie Montreuil, Denise Helly, and Lorna Jantzen. "Discrimination et linguicisme au Québec : Enquête sur la diversité ethnique au Canada." Canadian Ethnic Studies 39, no. 1-2 (2007): 31–49. http://dx.doi.org/10.1353/ces.0.0001.

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Fontaine, Lorena Sekwan. "Redress for linguicide: residential schools and assimilation in Canada." British Journal of Canadian Studies 30, no. 2 (2017): 183–204. http://dx.doi.org/10.3828/bjcs.2017.11.

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Figueiredo Neto, Raulino Batista. "Estilhaços de língua: variação e apartheid sociolinguístico no português brasileiro." Revista Odisseia 1, no. 1 (2016): 44–58. http://dx.doi.org/10.21680/1983-2435.2016v1n1id9641.

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No presente artigo pretendemos tratar de questões caras às discussões sociolinguísticas empreendidas no Brasil, aí incluindo-se os preconceitos materializados nos julgamentos em torno das variedades linguísticas do português no Brasil. Dentro desta perspectiva, portanto, nos propomos discutir norma padrão, variação linguística e linguicismo como os eixos constitutivos da segregação social, cultural e linguística. Além disso, trataremos das questões atinentes ao pluricentrismo da língua portuguesa e na consequente heteroglossia. Em igual medida serão analisadas as condições em torno das quais a escolha de uma norma padrão determina a entronização da noção monoglóssica de língua, isto é, da determinação de uma variante standard em detrimento de quaisquer possibilidades de uso linguístico.

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ZABUS, Chantal. "Re-Englishing Africa." Linguistique du développement, Volume 1, Numéro 6 (December 22, 2022): 169–78. http://dx.doi.org/10.17184/eac.2566.

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Après un détour par les politiques linguistiques de deux états-nations africains comme le Nigéria et l’Afrique du Sud, j’examine la manière dont ces politiques ont trouvé écho dans les stratégies déployées dans le roman d’expression anglaise émanant de ces deux pays—de la méthode de l’après-indépendance (ou post-Apartheid) qui consiste à « écrire avec un accent » en passant par l’ethnotextualité, signe avant-coureur de linguicide des langues autochtones, jusqu’au retour de l’anglais dans l’arène sociale et littéraire et la pratique de la traduction au sein d’une utopie globalectique.

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Yaï, Olabiyi. "Conjurer le spectre du grand linguicide : langues-cultures et décolonisation des humanités." Présence Africaine N°197, no. 1 (2018): 149. http://dx.doi.org/10.3917/presa.197.0149.

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Hu, Kent Y. "The Cantonese Linguicide: A Study of Prospective Language Death in Hong Kong." International Journal of Culture and History (EJournal) 3, no. 2 (2017): 134–41. http://dx.doi.org/10.18178/ijch.2017.3.2.090.

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Blum, Stephen, and Amir Hassanpour. "‘The morning of freedom rose up’: Kurdish popular song and the exigencies of cultural survival." Popular Music 15, no. 3 (1996): 325–43. http://dx.doi.org/10.1017/s026114300000831x.

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In the final scene of Harold Pinter's play Mountain Language (1988), a guard informs the prisoners that they are now permitted to speak in their own language, at least ‘until further notice’. The guard is an agent of an unnamed state that pursues a policy of linguicide, summarised in an earlier scene by an officer who tells prisoners that ‘Your language no longer exists’. In 1993 the Kurdish Tiyatora Botan (based in Cologne) began to present Pinter's play to audiences of immigrants from Turkey, where Kurds were long called ‘mountain Turks’ (daǧli Türkler) by the government.

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Darchinian, Fahimeh, Marie-Odile Magnan, and Fasal Kanouté. "Jeunes adultes issus de l’immigration et marché du travail. Logiques d’orientation professionnelle." Diversité urbaine 17 (June 12, 2018): 113–32. http://dx.doi.org/10.7202/1047980ar.

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Cet article présente les résultats d’une recherche exploratoire portant sur le travail de négociation de jeunes adultes montréalais issus de l’immigration en ce qui a trait à la construction de leurs logiques d’orientation professionnelle. Dans la littérature scientifique, le passage vers le marché du travail chez cette population a surtout été étudié en fonction du taux d’accès à l’emploi. Basé sur la méthode des récits de vie, le corpus qualitatif comprend 25 jeunes adultes issus de l’immigration qui comptent deux ans d’expérience sur le marché du travail montréalais. L’angle interprétatif de la recherche rend compte des relations sociales et des déterminations sociales négociées et représentées dans le discours des jeunes adultes interrogés. Les résultats montrent que les vécus de discrimination (racisme, linguicisme, intolérance religieuse) amènent plusieurs de ces jeunes adultes à s’intégrer dans les milieux anglophones afin de s’éloigner des milieux de travail francophones.

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Cushing, Ian. "The policy and policing of language in schools." Language in Society 49, no. 3 (2019): 425–50. http://dx.doi.org/10.1017/s0047404519000848.

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ABSTRACTThis study investigates cases of language ‘policing’ as educational language policies, and the way that these are represented across different policy levels. Focusing on UK schools and using discursive approaches to language policy as a theoretical framework, I critically examine the motivations and justifications that institutions provide for designing and implementing policies whereby nonstandardised forms are ‘banned’, and how these are reported in metalinguistic discourse. Drawing on a range of data including media discourse, policy documents, teacher interviews and linguistic landscapes, I textually trace how educational language policies (re)produce prescriptive and linguicist ideologies, often using metaphors of crime, and often using language as a proxy for social factors such as academic achievement, employability, and standards. Overall, I argue that micro- and meso-level language policies are a partial product of the linguistic conservatism as found within current macro-level educational policy. (Language policy, language policing, schools, language ideologies)*

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., ADERIBIGBE, and Moronmubo Martina. "Imminent Linguicide Of Indigenous Language In South-West, Nigeria: Causes, Consequences And Cure." Scientific Research Journal 07, no. 10 (2019): 1–14. http://dx.doi.org/10.31364/scirj/v7.i10.2019.p1019704.

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Halu, Regina Célia, and Francisco Carlos Fogaça. "A EXPANSÃO DA LÍNGUA INGLESA E SEU IMPACTO NOS PROFESSORES UNIVERSITÁRIOS DE INGLÊS EM CURSOS DE LETRAS: UM DIÁLOGO REFLEXIVO." Revista X 13, no. 2 (2018): 1. http://dx.doi.org/10.5380/rvx.v13i2.61246.

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Este diálogo reflexivo que apresentamos a seguir começou como uma entrevista piloto com o professor Francisco Fogaça para a pesquisa desenvolvida por Regina Halu durante seu estágio de pós-doutorado. A pesquisa buscava investigar os impactos do fenômeno da expansão da língua inglesa no mundo nas atitudes e práticas pedagógicas de professoras e professores de língua inglesa atuando em cursos de Letras. Nós vínhamos pesquisando juntos sobre formação de professores de línguas em nosso grupo de pesquisa, e já vínhamos refletindo sobre as mudanças na formação de professores e no ensino de inglês a partir do questionamento do status da língua inglesa. A entrevista foi se alongando no tempo e tomando corpo como um diálogo que veio a refletir não apenas sobre nossas atitudes e práticas como professores de Letras em tempos de inglês em expansão, mas também em temas como crenças de aprender e ensinar línguas, formação inicial e continuada de professores de inglês, soluções locais em um mundo globalizado, multilinguismo, linguicismo e inglês como meio de instrução.

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Griffith, Jane. "Of linguicide and resistance: children and English instruction in nineteenth-century Indian boarding schools in Canada." Paedagogica Historica 53, no. 6 (2017): 763–82. http://dx.doi.org/10.1080/00309230.2017.1293700.

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O'Driscoll, Dylan. "Is Kurdish Endangered in Turkey? A Comparison between the Politics of Linguicide in Ireland and Turkey." Studies in Ethnicity and Nationalism 14, no. 2 (2014): 270–88. http://dx.doi.org/10.1111/sena.12093.

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Meissner, Shelbi Nahwilet. "The moral fabric of linguicide: un-weaving trauma narratives and dependency relationships in Indigenous language reclamation." Journal of Global Ethics 14, no. 2 (2018): 266–76. http://dx.doi.org/10.1080/17449626.2018.1516691.

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Weisi, Hiwa. "Language dominance and shift among Kalhuri Kurdish speakers in the multilingual context of Iran." Language Problems and Language Planning 45, no. 1 (2021): 56–79. http://dx.doi.org/10.1075/lplp.20010.wei.

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Abstract The current language policy and planning of many countries still adhere to the nation-state ideology of “one nation equals one official language”. This issue is likely to cause the linguistic minority groups to devalue or even abandon their own mother tongue and identify with the official language of the country. A case in point is Iran where Persian is the only official language and other languages are merely tolerated, but not promoted. The principal aim of this study is to find factors that lead Kalhuri Kurdish people to choose to speak with their children in Persian at the risk of losing their native language, a phenomenon which may happen as a result of linguistic/language suicide or because of linguicide. Therefore, a researcher-designed and validated questionnaire was administered to 384 Kalhuri Kurdish parents. The results indicated that the language policy and planning in Iran has made Kalhuri parents use Persian in interactions with their children instead of using their own vernacular, Kalhuri. The sociolinguistic implications of the study are discussed in the light of the research findings.

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