在Castañeda和“语言障碍”意识形态之外:幼儿及其使用双语的权利

IF 1.4 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Castro, Dina C., Meek, Shantel
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引用次数: 2

摘要

40年前,Castañeda诉皮卡德案(Castañeda v. Pickard)具有里程碑意义,标志着为英语学习者争取法律公平教育的一个重要里程碑,并首次将理论、资源和结果联系起来。尽管它在倡导为英语学习者提供更多资源和教育系统问责制方面取得了重要进展,但Castañeda标准的核心目标“克服阻碍平等参与教育项目的语言障碍”从根本上是有缺陷的。从本质上讲,语言不是一种障碍,而是人类的一种特征和力量,特别是英语知识不应该成为平等参与教育计划的唯一途径。在本文中,我们将讨论Castaňeda标准的重要性,更重要的是,我们如何在其基础上建立更公平的学习系统,重点关注早期护理和教育系统,迄今为止,除了一些例外,这些系统被排除在双语儿童的正式标准和问责制之外。我们的讨论基于这样一个核心原则,即提高标准必须摆脱“语言障碍意识形态”,将语言视为一种可以建立的力量,并将双语和双语能力作为学习系统的核心目标,而不是仅仅关注英语学习。我们讨论了在当前科学基础上引入更大程度的客观性来指导实施的重要性。我们追踪40年前Castaňeda标准建立的三个支柱,并进一步发展如何将其应用于为最年轻的双语学习者服务的早期护理和教育系统。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Beyond Castañeda and the “language barrier” ideology: young children and their right to bilingualism

Forty years ago, the Castañeda v. Pickard landmark case marked an important milestone in the fight for equitable education for English learners1 in law, and for the first time linked theory, resources, and outcomes. Notwithstanding the important progress it marked in advocating for greater resources for English learners and accountability for education systems, the central goal of the Castañeda Standard, to “overcome language barriers that impede equal participation in educational programs” is fundamentally flawed. Language, in its essence, is not a barrier but a human characteristic and a strength, and knowledge of the English language, specifically, should not be the exclusive route to attain equal participation in education programs. In this article, we discuss the importance of the Castaňeda Standard and importantly, how we can build from its foundation toward more equitable learning systems, with a central focus on the early care and education system, which has thus far, been left out of formal standards and accountability for bilingual children, with some exceptions. We ground our discussion in the central tenet that improving standards must move away from the “language barrier ideology” to perceiving language as a strength to build on, and to include bilingualism and biliteracy as a central goal of learning systems, shifting away from an exclusive English learning focus. We discuss the importance of bringing a larger degree of objectivity, grounded in current science, to guide implementation. We track the same three pillars established by the Castaňeda Standard 40 years ago and further develop how these could apply to the early care and education systems that serve the youngest bilingual learners.

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来源期刊
Language Policy
Language Policy Multiple-
CiteScore
3.60
自引率
6.20%
发文量
35
期刊介绍: Language Policy is highly relevant to scholars, students, specialists and policy-makers working in the fields of applied linguistics, language policy, sociolinguistics, and language teaching and learning. The journal aims to contribute to the field by publishing high-quality studies that build a sound theoretical understanding of the field of language policy and cover a range of cases, situations and regions worldwide. A distinguishing feature of this journal is its focus on various dimensions of language educational policy. Language education policy includes decisions about which languages are to be used as a medium of instruction and/or taught in schools, as well as analysis of these policies within their social, ethnic, religious, political, cultural and economic contexts. The journal aims to continue its tradition of bringing together solid scholarship on language policy and language education policy from around the world but also to expand its direction into new areas. The editors are very interested in papers that explore language policy not only at national levels but also at the institutional levels of schools, workplaces, families, health services, media and other entities. In particular, we welcome theoretical and empirical papers with sound qualitative or quantitative bases that critically explore how language policies are developed at local and regional levels, as well as on how they are enacted, contested and negotiated by the targets of that policy themselves. We seek papers on the above topics as they are researched and informed through interdisciplinary work within related fields such as education, anthropology, politics, linguistics, economics, law, history, ecology, and geography. We particularly are interested in papers from lesser-covered parts of the world of Africa and Asia. Specifically we encourage papers in the following areas: Detailed accounts of promoting and managing language (education) policy (who, what, why, and how) in local, institutional, national and global contexts. Research papers on the development, implementation and effects of language policies, including implications for minority and majority languages, endangered languages, lingua francas and linguistic human rights; Accounts of language policy development and implementation by governments and governmental agencies, non-governmental organizations and business enterprises, with a critical perspective (not only descriptive). Accounts of attempts made by ethnic, religious and minority groups to establish, resist, or modify language policies (language policies ''from below''); Theoretically and empirically informed papers addressing the enactment of language policy in public spaces, cyberspace and the broader language ecology (e.g., linguistic landscapes, sociocultural and ethnographic perspectives on language policy); Review pieces of theory or research that contribute broadly to our understanding of language policy, including of how individual interests and practices interact with policy. We also welcome proposals for special guest-edited thematic issues on any of the topics above, and short commentaries on topical issues in language policy or reactions to papers published in the journal.
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