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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.
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
FullText Text:
  Availability: 0
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  Data: Who Gets to Play? Issues of Access and Social Justice in World Language Study in the U.S.
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  Data: Southern Conference on Language Teaching. P.O. Box 33615, Decatur, GA 30033. Tel: 404-290-1942; Web site: http://www.scolt.org
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– Name: Abstract
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  Data: 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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  Data: As Provided
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  Data: EJ1207904
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 18
    Subjects:
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Minority Groups
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Educational History
        Type: general
      – SubjectFull: Disadvantaged Schools
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Language Attitudes
        Type: general
      – SubjectFull: Language Variation
        Type: general
      – SubjectFull: Educational Trends
        Type: general
      – SubjectFull: Trend Analysis
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      – SubjectFull: Advanced Courses
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      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Language Enrollment
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      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Native Language
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      – SubjectFull: Cultural Background
        Type: general
      – SubjectFull: Advanced Placement
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Second Language Programs
        Type: general
      – SubjectFull: Racial Differences
        Type: general
    Titles:
      – TitleFull: Who Gets to Play? Issues of Access and Social Justice in World Language Study in the U.S.
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              Y: 2018
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