Globalization, Policy, and Indigenous Language Education in U.S. Public Schools

• In Event: Roundtable Session 53
  In Roundtable Session: Imperial Tongues, Colonized Students

Abstract

This paper examines the role globalization, and consequently, linguistic imperialism has on language-in-education policy. Specifically, I focus on how this manifests itself in the context of the United States in regard to the role K-12 public schools do and can play in indigenous language revitalization through education of indigenous languages. I use a critical approach to complicate how some scholars promote the possibility of language revitalization in schools without considering the powerful forces they must overcome in a globalized economy where English remains as a language of power.

Author

• Kathryn Stemper, University of Minnesota - Twin Cities