68.023 - Do You Hear What I Hear? Raciolinguistic Ideologies Across Educational Contexts

Session Type: Symposium

Abstract

While a vast body of research has demonstrated the fallacy of deficit framings of marginalized communities’ language practices, the stigmatization of these practices within educational contexts persists in powerful ways. This session seeks to address this apparent impasse by convening scholars to analyze “raciolinguistic ideologies” in education. The four papers focus on (1) the reproduction of racial inequality through the historical institutionalization of bilingual education; (2) an auto-ethnographic examination of the racialization of language among international students learning English as a second language; (3) a sociolinguistic analysis of high school students of color who resist the racialization of their language use and stylistic practices; and (4) the ways that students, teachers, and scholars can combat raciolinguistic ideologies through university-community collaborations.

Sub Unit

• Division G - Social Context of Education / Division G - Section 3: Studies of the multiple languages and literacies of varied social contexts

Chair

• Jonathan Rosa, Stanford University

Papers

• Neoliberal Multiculturalism and the Political Incorporation of Bilingual Education - Nelson Flores, University of Pennsylvania

• Race and Second Language Acquisition: Who in the World Cares? - Catrice Barrett, University of Pennsylvania

• Stylistic Practice, Appropriateness, and Agency at a Public Arts High School - Teresa Pratt, Stanford University

• Locating and Contesting Raciolinguistic Ideologies: From Language "Problems" to "Possibilities" in Latina/o Communities - Jonathan Rosa, Stanford University

Discussant

• Teresa L. McCarty, University of California - Los Angeles