Support? Oppression? Both! Uncovering the True Impact of Language Policies on Racialized Students With Disabilities

• In Event: Sheraton Roundtable Session Six
  In Roundtable Session: Ideologies, Policy, and Practice When Instructing Bilingual Students (Table 12)

Abstract

Drawing on the intersectional integrated framework of Critical Disabilities Raciolinguistics (Author 2, 2022) and Critical System Theory (Watson & Watson, 2011), this paper highlights the colonial and neo-colonial ideologies at the heart of language planning policies for linguistically diverse (im)migrant youth. Using Constructivist Grounded Theory (Charmaz, 2014) and critical discourse analysis (Fairclough, 2010), we analyze language policies, the programs established as a result of these policies, and how two multilingual (im)migrant educators implement these policies. We aim to show how language planning policies are influenced by politics that criminalize migration, maintain a deficit approach to diversity, and perpetuate inequities, highlighting various oppressive educational experiences that migrant students face at different levels and contexts of policy and practice.

Authors

• Chelsea Stinson, SUNY - College at Cortland
  Presenting Author

• María Cioè-Peña, University of Pennsylvania
  Presenting Author

• Valentina Migliarini, University of Birmingham
  Presenting Author