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1989, Estudios Fronterizos
The Skutnabb-Kangas and Phillipson analysis of linguistic human rights is used as a basis for understanding language replacement phenomena in the United States. Use of Spanish in Chicano communities is shifting rapidly to English despite the huge numbers of recent immigrants who are dominant in Spanish. Accompanying this shift is a precipitous loss of proficiency by Spanish speakers. Such replacement of a language does not depend on personal choices made by speakers, but on the socio-political conditions within the country. Political goals of profits, exploitation, and hegemony drive classist, racist and ethnicist policies whose purpose is to neutralize resistance to the status quo. These are couched in liberal-sounding myths that justify linguicism, which strives to suppress minority cultures and to acculturate their members in order to pacify perceived ethnic group conflict. The Skutnabb-Kangas and Phillipson Linguicism Continuumn is used to demonstrate the degree of linguistic re...
The call for a “common language” and a “shared identity that makes us Americans” not only hides a more pernicious social and cultural agenda but it is also part of the present attempt toward the ‘reorganization of a ‘cultural hegemony’ as evidenced in the conservatives on the multiplicity of languages spoken in the United States. This ultimately guarantees that these groups will remain repressed, marginalized and cut off from the wealth of resources that the dominant group has full access. As a result, the current debate over bilingual education has very little to do with language per se; the real issue that under-girds the English-Only movements in the United States is economic, social, and political control of a dominant minority over a largely subordinate majority that no longer fit the profile of what it means be part of “our common culture” and speak “our common language.” Along these lines, cultural difference is not simply the mere existence of different cultures but a particular constructed discourse at a time when something is being challenged about power or authority. It has to do with the ways economic and cultural goods are distributed, with questions of access and with maintaining power relations (Bhabha 1999). The attack on languages other than English denies immigrant children a basic human and civil right, namely the right to learn in their native language.
In the United States, the current sociopolitical environment has produced a barrage of policies aimed at curbing the use of languages other than English. From a language ideologies perspective , this discussion outlines the political architecture of anti-immigrant policies as they are realized in public classrooms. Schools are readily accessible to policymakers and effectively used in the process of instilling socially desired qualities while simultaneously filtering out unwelcome characteristics. As the largest minority group in the United States, the children of Latino immigrants have been especially affected by educational language policies. By tracing out the underlying impetus behind federal and state language policies, I demonstrate how immigration, language, and ethnicity are conflated in the process of developing policies that aim to homogenize and repress cultural diversity. Focusing on language policies across multiple levels of government demonstrates the complexity involved the development and implementation of programs that service immigrant and language-minority communities. It is argued that the fundamental lack of cultural and linguistic sensitivity that spans English-only policies constitutes a coherent effort to interrupt the processes of heritage-culture transmission to language-minority students. In this context, the adverse effects of subtractive language policies targeted at minority communities become apparent as they extend from the classroom to a variety of other social contexts.
Language policy study involves understanding the ways in which agents control or persuade how other people use language. This is most commonly observed in laws that decide official languages in countries, but also apparent in a multitude of other contexts, at macro and micro scales, as well. As a discipline therefore, language policy theoretical models are few and complex. By applying the scholar Bernard Spolsky's (2009) model to the status of the Spanish language in the United States, my investigations add further perspectives that are crucial in building a working theory of language policy. Is the Spanish language being managed in some way, as Spolsky might propose, or is its vitality in the country instead being negotiated and accommodated despite the larger English-
International Journal of Literacy, Culture, and Language Education, 2012
This article discusses ramifications of the Census 2010 reports, a substantial increase in languageminority populations, and an atmosphere of mistrust towards bilingual and bidialectal people felt by mainstream society in America. It also examines the process of assimilation, immersion, and silencing of immigrant/minority cultures, resulting in the loss of their identity. The pejorative effects of this can be observed in the lower selfesteem, lower grades and continuing school dropout rates of languageminority children today. By looking at models of bilingual or multilingual countries, the article also highlights that lawmakers and communities recognize the cultural histories of bilingual/multilingual learners and acknowledge the benefits of bilingualism. It goes on to recommend ways to increase the marketability of future American citizens, both monolingual and bilingual, in an era of globalization and plurality of the English language.
Annual Review of Applied Linguistics, 1981
The pace of research and publication in the area of U.S. language policy, planning, and politics is rapidly increasing. During the last decade the literature has included policy statements and analyses on a variety of topics: bilingual education, dialects and education, plain language legislation, court interpreters for language minorities (including hearingimpaired and deaf persons), document (re)design, assurance of voting rights for language minorities through bilingual elections and services, language and testing, on-the-job language policies (including prohibitions on sexist language, ethnic discrimination through national origin jokes and verbal harassment, and guidelines for English-only rules for language minority employees), legal language (usually litigation or trial language), language of public services in life-threatening situations (especially in fire and police protection, and medical and mental health services), telephone and other communication and mass media language services, language of governmental administration and services, (il)literacy in English and other languages, minimum competency testing of secondary school students, teacher language competencies and certification, the teaching and learning of English and foreign languages, and international studies. It can easily be said that the decade of the 1970s was the decade for language issues and policies in the U.S. This is not to discount the history of language policies in .the country, but only to indicate that not since the first two decades of the 20th century has so much public attention, debate, and policymaking relating to language issues taken place. This essay does not survey all of the field, nor even all of the above-listed topics. Rather, it focuses primarily on those policies, politics and issues relating to languages other than English, and promulgated or set in the public sector. Emphasis is on those easily-accessible, recentlypublished materials which are pronouncements of policy, analyses of policy, or which polemically promote single or alternative policies. I have included a few unannotated citations in certain areas not of primary concern in this essay (e.g., plain language legislation) to allow someone not familiar with the literature to become acquainted with the area. Thus, dissertations, conference papers, ERIC materials, journalism, and most unpublished government documents are not included, with the exception of selected documents which directly explore language policy, and selected court opinions and statutes which express or define a language policy. These sources will be presented in the following order:
1987
The English-only movement_ which promoteS Constitutional Amendment that would make English the official language of the United States, represents a threat to the Constitutional rights of non-English speaking citizenS. Thit nation's founders-faced with a linguistically and culturally diverse population-did not see a need to mention language choice at all either in the Declaration of Independence or the Constitution. From the colonization period to World War I, bilingual schooling was common. World War I fostered nationalism and isolationism in the United States, and the existing cultural pluralism shifted toward cultural assimilation. The modern revival of public bilingual education in the United States evolved in the 1960's in the context of minority rights. The 19801s have seen a return to nationalism, isolationism, and low tolerance for cultural differences. In this political climate, a small but growing group of legislators, backed by a private organization known as U.S. English, has launched a campaign to eliminate the public use of non-English languages. The English-only proponents are not just fearful-they are confused, and they have not learned from history. What keeps the U. S. society together is tolerance for cultural, religious, social, political, and even linguistic differences. (JHZ)
Language in Society, 1998
Indigenous languages are under siege, not only in the United States but also around the world, in danger of disappearing because they are not being transmitted to the next generation. Immigrants and their languages worldwide are similarly subject to seemingly irresistible social, political, and economic pressures. Yet, at a time when phrases such as "endangered languages" and "linguicism" are invoked to describe the plight of the world's vanishing linguistic resources in their encounter with the phenomenal growth of world languages such as English, there is also consistent and compelling evidence that language policy and language education serve as vehicles for promoting the vitality, versatility, and stability of these languages, and ultimately of the rights of their speakers to participate in the global community on and in their own terms. (Contains 53 references.) (Author)
Informes del Observatorio / Observatorio Reports. 047-01/2019EN. Language Legislation in the U.S. A Nationwide Analysis, 2019
2001
This paper provides a comparative perspective on a language minority group in the United States, offering insights into the development of language policies for a new, developing multicultural Europe. It begins with background information that frames the current policies and cultural debates about Spanish, and to a lesser degree other non-English languages, in California and the United States. It describes language demography, discusses school enrollment trends among minority and immigrant language speakers, and notes the official status of languages in the United States, explaining that even though there is not an official, national, or constitutional U.S. language, English is the single language of government. The paper discusses language debates in the United States in the 1980s and beyond and concludes by explaining that the language politics in California in the last 2 decades has challenged and shifted the principles around which educational policy was built. There was a definite cultural policy backlash against immigrants and language minorities during the last decade of the millennium. It may require a substantial shift in political representation by language minorities for the interests of minorities to be reflected in law and educational policies. (Contains 8 tables and 13 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.
BELL-Belgian journal of english language and …, 2006
"Despite the lack of an official language policy, the United States has managed to achieve a very high level of monolingualism to the degree that speaking a language other than English constitutes a liability. American monolingualism is part and parcel of an assimilationist ideology that decimated the American indigenous languages as well as the many languages brought to this shore by various waves of immigrants. As the mainstream culture felt threatened by the presence of multiple languages, which were perceived as competing with English, the reaction by the media, educational institutions, and government agencies was to launch periodic assaults on languages other than English in order to impose English as the “common language.” This was the case with American-Indian languages during the colonial period and German during the first and second World Wars. The recent referenda in many states that resulted in abolishing bilingual education programs illustrate the intolerance to languages other than English and point to a highly exclusionary and racist discourse. Current anti-bilingual education movements use a discourse of common sense not only to assign language a purely mechanistic character but also to promote a “common language” and therefore a “common culture.” This paper discusses the language policy in the United States and the ensuing discourse of commonality largely promoted by English-only movements across America."
International Journal of the Sociology of Language, 1997
In monolingual nation-states, problems do not endfor members oflinguistic minority groups when they become Speakers of the societal language. This is especially the case in Immigrant nations during those periods in which anti-immigrant sentiment is on the rise. This paper examines the policy problems that confront members of such Immigrant groups by examining the case of Latinos in the United States. It argues that this populations well-being is almost exclusively in the hands of English-speaking monolingual individuals who-äs recent legal decisions illustrate (e.g. Cota v. Tucson Police Department, Perez v. F.B.L, Hernandez v. New York)have little or no understanding of the condition of bilingualism and little sympathy for the problems encountered by Immigrant populations. The paper includes. a discussion of a number of different language issues that have been encountered by the Latino population in this country within the legal, employment, and educational domains, äs well äs an outline of concerns andquestions that need to be examinedby those who are concerned about the language rights of minority populations.
The continuous influx of immigrants from Spanish-speaking countries and the concentration of Hispanics/Latinos in certain areas in the United States, all contribute to the use and expansion of the Spanish language in America.
Journal of Sociolinguistics, 2023
The Spanish language in the United States, edited by José A. Cobas, Bonnie Urciuoli, Joe R. Feagin, and Daniel J. Delgado, aims to illustrate the sociopolitical situation of Spanish and Spanish speakers in the United States by addressing the rootedness of the language in the country, its racialization, and the resistance of Spanish speakers toward that racialization. To do so, the book takes an activist stance that openly condemns and resists the racialization of the Spanish language and its speakers. The authors situate the issue within its historical and geopolitical context, analyzing how colonization, slavery, and the annexation of Spanish speaking territories have shaped the present scenario of racial discrimination. Finally, the different chapters show how this process is resisted by Latinx communities in their daily lives. The contributors also demand a series of steps that could be taken to counter the damaging consequences of the discrimination of Latinxs’ linguistic practices.
2014
Each time the question of language surfaces, in one way to another, it means that a series of other problems are coming to the fore; the formation and enlargement of the managing class, the need to establish more intimate and secure relationships between the governing groups and the national-popular mass, in other words to reorganize cultural hegemony. Antonio Gramsci (1971) Language policies and educational practices are always situated in relation to wider issues of power, access, opportunity, inequality and, at times discrimination and disadvantage. Stephen May and Nancy Hornberger (2008) The politics of forgetting refers to a political-discursive process in which specific marginalised social groups are rendered invisible within the dominant national political culture. Such dynamics unfold through the spatial reconfiguration of class inequalities. Leela Fernandes (2004) There is an enduring legacy of cultural hegemony and racialized language policies associated with centuries of colonialism that has resulted in a long history of protracted language struggles around the world. Common practices of the nation-state to blatantly racialize language-minority populations within their own borders persist even today. This has, particularly, been the case when the ruling class of the dominant culture judges such practices to be in the interest of national security or the economic well-being of its citizens. More often than not, the move to obtain cultural and class dominion over a nation's residents has rendered language minority populations 1 Michael Wood (2002), for example, estimates that during the period of colonial expansion in the sixteenth century "several tens of millions" of indigenous people in the Western hemisphere were victims of disease, warfare, and famine, at the hands of European conquistadors" (17). By the late 1500s, a mere century after the conquest began, scarcely two million natives remained in the entire hemisphere. An average of more than one million people perished annually for most of the sixteenth century, in what Gilbert Gonzalez (2000), writing about the impact of European imperialism, cites as "the greatest genocide in human history" (10). problematic to the process of capitalist accumulation. In order to ensure that the "Other" is kept in line with the system of production, racialized institutional policies and practices historically have led to national efforts which have resulted in the push for assimilation, deportation, incarceration, and even the genocide of minority populations. 1 Language minority populations (or language minority students) refers to those who have a language other than English as their primary or home language and may not speak English proficiently. At times the term English language learners may also be used.
This major study analyzes the language policy-related activities of the 107th and 108th U.S. Congress.
2017
Exploring the complex relationship between language and immigration in the United States, this timely book challenges mainstream, historically established assumptions about American citizenship and identity. Set within both a historical and current political context, this book covers hotly debated topics such as language and ethnicity, the relationship between non-native English and American identity, perceptions and stereotypes related to foreign accents, code-switching, hybrid language forms such as Spanglish, language and the family, and the future of language in America. Work from linguistics, education policy, history, sociology, and politics is brought together to provide an accessible overview of the key issues. Through specific examples and case studies, immigrant America is presented as a diverse, multilingual, and multidimensional space in which identities are often hybridized and always multifaceted.
Bilingualism is not something new to the American people. In the eighteen hundreds it was very popular for schools to teach in different languages; these policies began to change, however, after the Second World War. Bilingual issues did not arise until a period of relative calm in the middle of the twentieth century as a result of immigrants' petitions for equality in education. In 1974 the case of Lau vs. Nichols promoted the development of bilingual programs that could fit the needs of minority linguistic groups.
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