Publication Cover
Bilingual Research Journal
The Journal of the National Association for Bilingual Education
Volume 44, 2021 - Issue 1
986
Views
7
CrossRef citations to date
0
Altmetric
Research Article

Functions of language use and raciolinguistic ideologies in students’ interactions

References

  • Abedi, J. (2010). Performance assessments for English language learners. Stanford, CA: Stanford University Center for Opportunity Policy in Education.
  • Alderson, P., & Yoshida, T. (2016). Meanings of children’s agency: When and where does agency begin and end? In F. Esser, M. S. Baader, T. Betz, & B. Hungerland (Eds.), Reconceptualising agency and childhood (pp. 75–88). London, UK: Routledge.
  • Alfaro, C., & Bartolomé, L. (2017). Preparing ideologically clear bilingual teachers: Honoring working-class non-standard language use in the bilingual education classroom. Issues in Teacher Education, 26(2), 11–34.
  • Alim, H. S. (2016). Who’s afraid of the transracial subject?: Raciolinguistics and the political project of transracialization. In H. S. Alim, J. R. Rickford, & A. F. Ball (Eds.), Raciolinguistics: How language shapes our ideas about race (pp. 33–50). New York, NY: Oxford University Press.
  • Bartolomé, L. I. (2008). Ideologies in education: Unmasking the trap of teacher neutrality. New York, NY: Peter Lang.
  • Bartolomé, L. I. (2010). Preparing to teach newcomer students: The significance of critical pedagogy and the study of ideology in teacher education. Yearbook of the National Society for the Study of Education, 109(2), 505–526.
  • Bauer, E., Compton-Lilly, C., Li, G., & Razfar, A. (2020). Black lives matter: Voices from literacy researchers. Journal of Literacy Research, 53(4), 379–381. doi:https://doi.org/10.1177/1086296X20966551
  • Bell, D. A., Jr. (1980). Brown v. Board of education and the interest-convergence dilemma. Harvard Law Review, 93(3), 518–533. doi:https://doi.org/10.2307/1340546
  • Benjamin, R. (1996). The functions of Spanish in the school lives of Mexicano bilingual children. Bilingual Research Journal, 20(1), 135–164. doi:https://doi.org/10.1080/15235882.1996.10668624
  • Cavagnetto, A. R. (2010). Argument to foster scientific literacy: A review of argument interventions in K-12 science contexts. Review of Educational Research, 80(3), 336–371. doi:https://doi.org/10.3102/0034654310376953
  • Chun, E. W. (2016). The meaning of ching-chong: Language, racism, and response in new media. In H. S. Alim, J. R. Rickford, & A. F. Ball (Eds.), Raciolinguistics: How language shapes our ideas about race (pp. 81–96). New York, NY: Oxford University Press.
  • Crawford, J. (2000). At war with diversity: US language policy in an age of anxiety. Tonawanda, NY: Multilingual Matters.
  • Darder, A. (2012). Culture and power in the classroom: Educational foundations for the schooling of bicultural students. New York, NY: Taylor & Francis.
  • Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes. Chicago, IL: The University of Chicago Press.
  • Esser, F., Baader, M. S., Betz, T., & Hungerland, B. (2016). Reconceptualizing agency and childhood: An introduction. In F. Esser, M. S. Baader, T. Betz, & B. Hungerland (Eds.), Reconceptualising agency and childhood (pp. 1–16). London, UK: Routledge.
  • Fairclough, N. (1989). Language and power. New York, NY: Longman.
  • Flores, N. (2013). Silencing the subaltern: Nation-state/colonial governmentality and bilingual education in the United States. Critical Inquiry in Language Studies, 10(4), 263–287. doi:https://doi.org/10.1080/15427587.2013.846210
  • Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. doi:https://doi.org/10.17763/0017-8055.85.2.149
  • Foucault, M. (1970). The order of things: An archaeology of the human sciences. London, UK: Tavistock.
  • Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
  • Freire, P. (1998). Pedagogy of hope. New York, NY: Continuum.
  • Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. Westport, CT: Bergin & Garvey.
  • Gal, S. (1998). Multiplicity and contention among language ideologies. A commentary. In B. S. Shieffelin, K. A. Woolard, & P. A. Kroskrity (Eds.), Language ideologies: Theory and practice (pp. 317–331). New York, NY: Oxford University Press.
  • García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell.
  • García, O., & Kleifgen, J. A. (2010). Educating emergent bilinguals: Policies, programs, and practices for English language learners. New York, NY: Teachers College Press.
  • García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism, and education. New York, NY: Palgrave McMillan.
  • Gee, J. P. (1990). Social linguistics and literacies: Ideology in discourses. London, UK: Falmer.
  • Gutiérrez, K. D., Rymes, B., & Larson, J. (1995). Script, counterscript, and underlife in the classroom: James Brown vs. Brown v. Board of Education. Harvard Educational Review, 65(3), 445–471. doi:https://doi.org/10.17763/haer.65.3.r16146n25h4mh384
  • Halliday, M. A. K. (1971). Language in a social perspective. Educational Review, 23(3), 165–188. doi:https://doi.org/10.1080/0013191710230302
  • Halliday, M. A. K. (1973). Explorations in functions of language. London, UK: Edward Arnold.
  • Henderson, K. I., & Palmer, D. K. (2015). Teacher and student language practices and ideologies in a third-grade two-way dual language program implementation. International Multilingual Research Journal, 9(2), 75–92. doi:https://doi.org/10.1080/19313152.2015.1016827
  • Iddings, A. C. D. (2005). Linguistic access and participation: English language learners in an English-dominant community of practice. Bilingual Research Journal, 29(1), 165–183. doi:https://doi.org/10.1080/15235882.2005.10162829
  • Irvine, J. T. (1989). When talk isn’t cheap: Language and political economy. American Ethnologist, 16(2), 248–267. doi:https://doi.org/10.1525/ae.1989.16.2.02a00040
  • King, K. A. (2000). Language ideologies and heritage language education. International Journal of Bilingual Education and Bilingualism, 3(3), 167–184. doi:https://doi.org/10.1080/13670050008667705
  • Kroskrity, P. V. (2010). Language ideologies-evolving perspectives. In J. Jaspers (Ed.), Language use and society. Handbook of pragmatics highlights (pp. 192–211). Philadelphia, PA: John Benjamins.
  • Labov, W. (1972). Sociolinguistic patterns. Philadelphia: University of Pennsylvania Press.
  • Leonardo, Z. (2009). Race, whiteness, and education. New York, NY: Routledge.
  • Lippi-Green, R. (2012). English with an accent: Language, ideology, and discrimination in the United States (2nd ed.). New York, NY: Routledge.
  • Lux, J., & Jordan, J. D. (2019). Alt-Right ‘cultural purity’, ideology, and mainstream social policy discourse. In E. Heins, J. Rees, & C. Needham (Eds.), Social policy review 31: Analysis and debate in social policy (pp. 151–178). Bristol, UK: Policy Press.
  • Martin-Beltrán, M. (2010). Positioning proficiency: How students and teachers (de)construct language proficiency at school. Linguistics and Education, 21(4), 257–281. doi:https://doi.org/10.1016/j.linged.2010.09.002
  • McCafferty, S. G., Jacobs, G. M., & Iddings, A. C. D. (2006). Cooperative learning and second language teaching. Cambridge, NY: Cambridge University Press.
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • Mertens, D. (2015). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Thousand Oaks, CA: SAGE.
  • Milani, T. M., & Johnson, S. (2010). Critical intersections: Language ideologies and media discourse. In T. M. Milani & S. Johnson (Eds.), Language ideologies and media discourse: Texts, practices, and politics (pp. 3–14). New York, NY: Continuum.
  • Ovando, C. J. (2003). Bilingual education in the United States: Historical development and current issues. Bilingual Research Journal, 27(1), 1–24. doi:https://doi.org/10.1080/15235882.2003.10162589
  • Palmer, D. (2010). Race, power, and equity in a multiethnic urban elementary school with a dual-language “strand” program. Anthropology & Education Quarterly, 41(1), 94–114. doi:https://doi.org/10.1111/j.1548-1492.2010.01069.x
  • Paris, D. (2011). Language across difference: Ethnicity, communication, and youth identities in changing urban schools. Cambridge, UK: Cambridge University Press.
  • Poza, L. E. (2016). “Puro spelling and grammar”: Conceptualizations of language and the marginalization of emergent bilinguals. Perspectives on Urban Education, 13(1), 20–41.
  • Puzio, K., & Colby, G. T. (2013). Cooperative learning and literacy: A meta-analytic review. Journal of Research on Educational Effectiveness, 6(4), 339–360. doi:https://doi.org/10.1080/19345747.2013.775683
  • Razfar, A. (2005). Language ideologies in practice: Repair and classroom discourse. Linguistics and Education, 16(4), 404–424. doi:https://doi.org/10.1016/j.linged.2006.04.001
  • Ricklefs, M. A. (2017). (In)Compatibility between educators’ linguistic ideologies and its influence in the instruction of Latina/o students in bilingual programs. Journal of Bilingual Education Research and Instruction, 19(1), 26–46.
  • Ricklefs, M. A. (2020). Young English Learners re-construct their literacy identity. The International Journal of Learner Diversity and Identities, 27(1), 15–31.
  • Riggins, S. H. (1997). The rhetoric of othering. In S. H. Riggins (Ed.), The language and politics of exclusion: Others in discourse (pp. 1–30). Thousand Oaks, CA: SAGE.
  • Rosa, J. (2016a). From mock Spanish to “inverted Spanglish”: Language ideologies and the racialization of Mexican and Puerto Rican youth in the United States. In H. S. Alim, J. R. Rickford, & A. F. Ball (Eds.), Raciolinguistics: How language shapes our ideas about race (pp. 65–80). New York, NY: Oxford University Press.
  • Rosa, J. (2016b). Standardization, racialization, languagelessness: Raciolinguistic ideologies across communicative contexts. Journal of Linguistic Anthropology, 26(2), 162–183. doi:https://doi.org/10.1111/jola.12116
  • Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, 46(5), 1–17.
  • Silverstein, M. (1979). Language structure and linguistic ideology. In P. R. Clyne, W. F. Hanks, & C. L. Hofbauer (Eds.), The elements: A parasession on linguistic units and levels (pp. 193–247). Chicago, IL: Chicago Linguistics Society.
  • Slavin, R., Sharan, S., Kagan, S., Hertz-Lazarowitz, R., Webb, C., & Schmuck, R. (1985). Learning to cooperate, cooperating to learn. New York, NY: Plenum Press.
  • Smitherman, G. (1999). Talkin’ that talk. New York, NY: Routledge.
  • Urciuoli, B. (2013). Exposing prejudice: Puerto Rican experiences of language, race, and class. Long Grove, IL: Waveland Press.
  • van Dijk, T. A. (1993). Principles of critical discourse analysis. Discourse & Society, 4(2), 242–283. doi:https://doi.org/10.1177/0957926593004002006
  • Volk, D., & Angelova, M. (2007). Language ideology and the mediation of language choice in peer interactions in a dual-language first grade. Journal of Language, Identity & Education, 6(3), 177–199. doi:https://doi.org/10.1080/15348450701454205
  • Wortham, S., & Reyes, A. (2011). Linguistic anthropology of education. In B. A. U. Levinson & M. Pollock (Eds.), A companion to the anthropology of education (pp. 137–153). Malden, MA: Wiley-Blackwell.
  • Yin, R. K. (2018). Case study research and applications: Design and methods. Los Angeles, CA: SAGE.
  • Zong, J., & Batalova, J. (2015). The limited English proficient population in the United States. Migration Policy Institute. Retrieved from https://www.migrationpolicy.org/article/limited-english-proficient-population-united-states#nativity

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.