Who Gets to Play? Issues of Access and Social Justice in World Language Study in the U.S.
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| Title: | Who Gets to Play? Issues of Access and Social Justice in World Language Study in the U.S. |
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| Language: | English |
| Authors: | Glynn, Cassandra, Wassell, Beth |
| Source: | Dimension. 2018:18-32. |
| Availability: | Southern Conference on Language Teaching. P.O. Box 33615, Decatur, GA 30033. Tel: 404-290-1942; Web site: http://www.scolt.org |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Social Justice, Minority Groups, Disabilities, Second Language Learning, Second Language Instruction, Educational History, Disadvantaged Schools, Access to Education, Equal Education, Language Attitudes, Language Variation, Educational Trends, Trend Analysis, Advanced Courses, Barriers, Language Enrollment, Disproportionate Representation, English (Second Language), Native Language, Cultural Background, Advanced Placement, Language Tests, Elementary Secondary Education, Second Language Programs, Racial Differences |
| Abstract: | In this paper, we draw on the current literature to argue that access to world language study for students from minoritized groups, students from under-resourced schools, and students with disabilities is a significant social justice issue. This inequitable access is exacerbated by three key issues: the devaluation of students' languages and cultures in schools; the elitist nature of language study; and the one-sided nature of the curriculum. However, in response, we offer four concrete suggestions, at the classroom, school/ district, and policy levels, that can disrupt these historic trends and ensure that all students have access to advanced study of world languages and cultures. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1207904 |
| Database: | ERIC |
| Abstract: | In this paper, we draw on the current literature to argue that access to world language study for students from minoritized groups, students from under-resourced schools, and students with disabilities is a significant social justice issue. This inequitable access is exacerbated by three key issues: the devaluation of students' languages and cultures in schools; the elitist nature of language study; and the one-sided nature of the curriculum. However, in response, we offer four concrete suggestions, at the classroom, school/ district, and policy levels, that can disrupt these historic trends and ensure that all students have access to advanced study of world languages and cultures. |
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