Interrogating Othering Processes and the Hidden Racialization of Minoritized Students Through Good Intentions

Session Type: Symposium

Abstract

Language education initiatives in the U.S. have historically been informed by a colonial approach, whereby non-white and non-English speaking students are minoritized and Othered. This creation of the Other often lies in documents that drive policy and practice for the education of bi/multilingual learners. Using a raciolinguistic ideologies lens, this panel seeks to create dialogue on the unspoken policies and assumptions among widely used documents and artifacts in bi/multilingual education to create truths of liberation for minoritized educators and students. The symposium features various contexts, including ESL teacher preparation, science education with bi/multilingual learners, and the teaching of Spanish language arts and Spanish as a heritage language.

Sub Unit

• Division G - Social Context of Education / Division G - Section 3: Languages, Literacies, and Representations

Chair

• Diego Xavier Roman, University of Wisconsin - Madison

Papers

• The Making of English Learners and Their Teachers: Othering Through Language Policy and Practice - Kaycee Rogers, University of Wisconsin - Madison

• Bi/multilinguals in STEM Subjects: Racializing Language That Reproduces the Othering of "Not-From-Here" Students - Cynthia T Baeza, University of Wisconsin - Madison; Sam A. Evans, University of Wisconsin - Madison

• Confronting Oppressive Language Policy and Practice in Spanish Language Arts Programs in the United States - Samuel A. Aguirre Puga, University of Wisconsin - Madison

• Heritage Learners as Other: Reproducing Colonial Language Hierarchies in World Language Instructional Planning Resources - Rebecca E. Sawyer, University of Wisconsin - Madison

Discussant

• Nelson Flores, University of Pennsylvania