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Confronting the Raciolinguistic Hegemony of White Standardized English in U.S. Literacy Education: Promoting Multilingualism in Policy, Theory, and Practice

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Title: Confronting the Raciolinguistic Hegemony of White Standardized English in U.S. Literacy Education: Promoting Multilingualism in Policy, Theory, and Practice
Language: English
Authors: Rachele Lawton, Bogum Yoon, Ryuko Kubota, Kristen L. Pratt
Source: International Journal of Multicultural Education. 2025 27(2):22-45.
Availability: International Journal of Multicultural Education. Department of Education, Yonsei University, 50 Yonsei-ro, Seodaemun-gu, Seoul, Korea 03722. e-mail: ijme@gmail.com; Web site: http://www.ijme-journal.org
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Literacy Education, English, Multilingualism, English Only Movement, Curriculum Design, Race, Language Styles, Ideology, Equal Education, Second Language Instruction
ISSN: 1934-5267
Abstract: This conceptual article discusses language ideologies in the context of white standardized English hegemony by critically examining historical and contemporary perspectives on U.S. language policy across the intersection of race and language. Its primary goal is to promote equitable multilingualism in literacy education in the United States. Because educational language policy is inseparable from its colonial history, equity cannot be achieved without structural changes. Through a critical examination of policy, theory, and practice, this article emphasizes the role of raciolinguistic ideologies in literacy instruction, offering recommendations for research and practice to support more equitable approaches to instruction for multilingual learners.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481935
Database: ERIC
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Items – Name: Title
  Label: Title
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  Data: Confronting the Raciolinguistic Hegemony of White Standardized English in U.S. Literacy Education: Promoting Multilingualism in Policy, Theory, and Practice
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  Data: <searchLink fieldCode="AR" term="%22Rachele+Lawton%22">Rachele Lawton</searchLink><br /><searchLink fieldCode="AR" term="%22Bogum+Yoon%22">Bogum Yoon</searchLink><br /><searchLink fieldCode="AR" term="%22Ryuko+Kubota%22">Ryuko Kubota</searchLink><br /><searchLink fieldCode="AR" term="%22Kristen+L%2E+Pratt%22">Kristen L. Pratt</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Multicultural+Education%22"><i>International Journal of Multicultural Education</i></searchLink>. 2025 27(2):22-45.
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  Data: International Journal of Multicultural Education. Department of Education, Yonsei University, 50 Yonsei-ro, Seodaemun-gu, Seoul, Korea 03722. e-mail: ijme@gmail.com; Web site: http://www.ijme-journal.org
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  Data: 24
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  Data: This conceptual article discusses language ideologies in the context of white standardized English hegemony by critically examining historical and contemporary perspectives on U.S. language policy across the intersection of race and language. Its primary goal is to promote equitable multilingualism in literacy education in the United States. Because educational language policy is inseparable from its colonial history, equity cannot be achieved without structural changes. Through a critical examination of policy, theory, and practice, this article emphasizes the role of raciolinguistic ideologies in literacy instruction, offering recommendations for research and practice to support more equitable approaches to instruction for multilingual learners.
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  Data: EJ1481935
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 22
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      – SubjectFull: Literacy Education
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      – SubjectFull: Multilingualism
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      – SubjectFull: Race
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      – SubjectFull: Language Styles
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      – SubjectFull: Ideology
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      – SubjectFull: Equal Education
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      – SubjectFull: Second Language Instruction
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      – TitleFull: Confronting the Raciolinguistic Hegemony of White Standardized English in U.S. Literacy Education: Promoting Multilingualism in Policy, Theory, and Practice
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