Standard American English and the Common Core State Standards: A Review of the Literature

• In Event: AERA Graduate Student Research-in-Progress Session 4
  In Roundtable Session: Applications of Social and Cultural Capital Frameworks in Education Research (Table 9)

Abstract

The standard language ideology (SLI) inherent in the Common Core State Standards (CCSS) can negatively affect children's learning, acceptance into the school community, and self-perception (Lippi-Green, 2012; MacSwan, 2020). This systematic literature review draws on Bourdieu's concepts of cultural capital (1986/2002), linguistic capital (1966/2012, 1991/2014), and school as a conservative force (1966/2012) to investigate the extent to which the authors of 20 articles addressing the effectiveness of, and approaches to teaching, the CCSS for English language arts (ELA) accepted the SLI. Most of the articles (N = 15) tacitly accepted the SLI. Only five articles explicitly questioned the ideological grounds of the CCSS for ELA. This has potentially important ramifications for teacher educator programs and K-12 students in US schools.

Author

• Brandon J. Yuhas, Arizona State University