“教学”语言的社会公正挑战

IF 2.1 3区社会学 0 HUMANITIES, MULTIDISCIPLINARY

Daedalus Pub Date : 2023-08-01 DOI:10.1162/daed_a_02017

Guadalupe Valdés

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引用次数: 1

摘要

摘要本文探讨了对拉丁裔双语/多语年轻人英语的普遍负面看法，以及对在日常生活中使用两种交际系统资源的人的常见误解，对语言公正的挑战。我强调了这些误解对长期英语学习者在正式英语教学中的影响。我特别质疑在课堂上进行的语言教学，以及在教学环境中“学习”语言作为语言的少数族裔学生所经历的语言课程化的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Social Justice Challenges of “Teaching” Languages

Abstract This essay explores the challenges to linguistic justice resulting from widely held negative perspectives on the English of young Latinx bi/multilinguals and from common misunderstandings of individuals who use resources from two communicative systems in their everyday lives. I highlight the effects of these misunderstandings on Long-Term English Learners as they engage with the formal teaching of English. I specifically problematize language instruction as it takes place in classrooms and the impact of the curricularization of language as it is experienced by minoritized students who “study” language qua language in instructed settings.

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来源期刊

Daedalus Multiple-

CiteScore

3.50

自引率

0.00%

发文量

期刊介绍： Daedalus was founded in 1955 as the Journal of the American Academy of Arts and Sciences. It draws on the enormous intellectual capacity of the American Academy, whose members are among the nation"s most prominent thinkers in the arts, sciences, and humanities. Each issue addresses a theme with authoritative essays on topics such as judicial independence, reflecting on the humanities, the global nuclear future, the challenge of mass incarceration, the future of news, the economy, the military, and race.