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 |
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| 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 |
| 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. |
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| ISSN: | 1934-5267 |
