Conceptualizing Latino Academic Language: Interdisciplinary Views on Equity, Constructs, and Assessment

• In Event: Roundtable Session 37

Session Type: Roundtable Session

Abstract

This session convenes an interdisciplinary group of scholars to develop more equitable constructs and practices associated with “academic language” for Latino students. On the one hand, academic language has been shown to be associated with a host of school success outcomes for diverse students from early childhood to adolescence. On the other hand, scholars raise serious concerns about ideological and cultural biases of the construct, which contribute to further marginalization of Latinos. This panel explores both sides of this issue, seeking interdisciplinary resolutions and more robust theory and practices that can provide Latino students with more equitable academic opportunities. We explore constructs that build on the developmental and cultural assets of Latino children and families.

Sub Unit

• SIG-Hispanic Research Issues

Chairs

• Greg Thompson, Brigham Young University

• Bryant Jensen, Brigham Young University

Papers

• The Raciolinguistic Underpinnings of Academic Language and the Marginalization of Latino Students - Nelson Flores, University of Pennsylvania

• Reconceptualizing Assessment of Spanish-Speaking Latinos: Capturing the Dynamics of Dual Language Growth - Raul Rojas, University of Texas - Dallas

• Core Academic Language Skills and Practices: Promoting Language Development Through Research-Based Empowering and Critical Learning - Paola Uccelli, Harvard University; Emily Phillips Galloway, Harvard University; Melanie Allen, Rafael Hernández School; Gladys Maria Aguilar, Harvard University

• Social-Interactive Aspects of Latino Children's Language Development - Greg Thompson, Brigham Young University; Bryant Jensen, Brigham Young University