A Raciolinguistic Perspective on an Asset-Based Curriculum for Multilingual Learner Students

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Centering Multilingual Literacies and Practices (Table 6)

Abstract

Multilingual learner (MLL) students often fall academically behind their non-MLL peers due to curricula that emphasize English-only policies and neglect students' linguistic and cultural backgrounds. Asset-based pedagogies, which encourage using curricula for MLL students that include their cultural and linguistic backgrounds, have been explored widely in the literature. However, to avoid reproducing racist views of minoritized students' language and learning potential, curricula must also challenge dominant raciolinguistic ideologies. This project analyzes four lesson plans from the asset-based curriculum for MLL students of the School Kids Investigate Language in Life and Society (SKILLS) program to identify to what extent they challenge dominant ideologies of language and race.

Authors

• Carla Suarez Soto, University of California - Santa Cruz

• Mary Franitza, University of California - Santa Barbara