Understanding Language Difference Versus Language Deficit as Quality of Education Practice

• In Event: Language, Identity, and Diversity

Abstract

Perception changes vary with paradigms for problem-solving. The purposes of this research study are to examine our perceptions of “language difference” and “language deficit” and understand how our perceptions affect education practice in terms of assessment, instruction, and disciplines. The goal of this research study is to urge teachers, administrators, and professionals to deliver quality of education and practice effective inclusion to all diverse learners in the 21st century. 50 graduate students (25 in the control group and 25 in the experiment group) will be investigated on how they determine language difference and language deficit based on Survey 1 and Survey 2. The results of this research study will clue us in on the status quo of our education practice.

Author

• Shu Jen Chen-Worley, Touro College