Subverting the Academic Language Hegemony: Implementing Language Architecture and Similar Pedagogies
Term
Summer 2022
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Kari Ross
Content Expert
Leah Soderlund
Abstract
The field of English language teaching is continually evolving in order for teachers to best serve the students. The field’s connected history with colonization and racism must be acknowledged in order to confront the reasons why academic English is valued higher than all other forms of English and other languages. Under the current framework, teachers are asking multilingual students to change their language in order to reverse their own oppression. According to language architecture, the languages that students bring to class are already sufficiently cognitively sophisticated to achieve content standards and participate in academic activities. This is where the foundation for anti-racist education may be discovered and where the profession can uphold its commitment to truly honoring multilingual students.
Project Type
Website Creation
Keywords
At-risk Students, ESL/ ELLs, Multicultural Education, Social Justice
Recommended Citation
Chavez Garcia, Viviana, "Subverting the Academic Language Hegemony: Implementing Language Architecture and Similar Pedagogies" (2022). School of Education and Leadership Student Capstone Projects. 858.
https://digitalcommons.hamline.edu/hse_cp/858
Type
text
Publisher
Hamline University
Format
application/pdf
Source
School of Education Student Capstone Theses and Dissertations at Hamline University