The “In Between”: A Raciolinguistic Lens on New York Bilingual Education Pursuing Linguistic Justice

• In Event: Language, Literacy, and Identity: Examining Pedagogical Spaces of Social and Linguistic Justice for Diverse Learners

Abstract

In the context of bilingual education policy and programs in New York, raciolinguistics plays a crucial role in understanding the challenges faced by linguistically diverse communities. This paper explores the relationship between raciolinguistics and bilingual education in New York and discusses potential avenues for pursuing linguistic justice in the education system.

New York is a linguistically diverse state, with a significant number of residents speaking languages other than English. However, despite this diversity, issues related to racial and linguistic inequalities persist, with communities of color facing biases.To address the linguistic needs of diverse student populations, New York has implemented bilingual education policies and programs. These initiatives aim to provide instruction in students' native languages while gradually introducing English as a new language. The goal is to support students' academic development while fostering their multilingualism, multiculturalism and identity. The implementation of these programs only scratches the surface of the need for linguistic justice.

Learners from BIPOC groups often encounter linguistic discrimination in and outside of these programs. Additionally, teachers who are licensed TESOL or Bilingual extension are not properly trained in critical consciousness or biases. This creates a breeding ground for practices made from linguistic biases and assumptions (e.g. language purism).Racial biases also manifest through linguistic profiling and stereotyping, wherein learners may be judged based on their accents, dialects, or language use. This type of bias can be done by white teachers and BIPOC teachers alike. To be Black and Brown in an eurocentric educational system that upholds white supremacy is to ultimately learn to mold and conform - it happens. Having to oppose something that is so ingrained in systemic oppression is tiring.

Moreover, this type of discrimination can lead to negative perceptions of students' intelligence and potential, hindering their academic and personal growth, allowing for implicit subtle behaviors, which makes it plausible for learners to be disregarded by other educators or administrators. Due to New York’s diversity within Latinidad there is no “catch all” policy or practice because geographically and culturally languages differ making bilingual programs implementation ambiguous. For example, a person who speaks Spanish and is socialized in Central America is not the same as someone who speaks Spanish and is socialized in the Caribbean; Neither is the same to someone who speaks Spanish and is socialized in different states of the U.S.This is far more nuanced thus the “in between”.

To pursue linguistic justice in New York's education system, several strategies can be considered: Culturally Responsive pedagogy, teacher professional development, community engagement, curriculum diversification, challenging linguistic stereotypes and data driven practices. Additionally, fighting assumptions is also extremely necessary. Learner centered practices would mean to ask students who they are (data) rather than who adults (educators, administrators, and all pedagogical staff) think they are (assumptions.) By examining current research literature, this paper unpacks layers of raciolinguistics as well as reveals a gap in perspective of African Diaspora literacy within bilingual education.

Author

• Annmary Lopez, Hofstra University